Abstract Innovation is the soul of a nation and the unexhausted power for its development. According to the characteristics of creative talents, this thesis introduces the relationship between creativity and some factors: knowledge, intelligence and personality and analyses the related factors affecting the development of cultivating students’ creativity. Then it introduces the problems encountered in cultivating students’ creativity and puts forward relevant countermeasures. It mainly states how to cultivate students’ creativity in English learning. The new methods are as follows: developing democratic, free and harmonious study atmosphere and environment, cultivating students’creativity personality, developing students’ pergent thinking and breaking the chains of conventional thinking. At the same time, it also aims at cultivating students’ creativity thinking and creativity consciousness as well as creativity abilities in order to promote their harmonious inpiduality in English teaching by practicing and exploring their creativity. 59917

Key words: English Teaching; Creativity; Divergent Thinking 

摘要创新是一个民族的灵魂，是一个民族发展的不竭动力。本文依据创新人才的特点，介绍了与创造力与一些因素(知识，智力，个性）之间的关系，另外分析了影响学生创造力发展的有关因素。然后说明了在培养学生创造力的过程中所遇到的问题，并提出相应的问题解决策略。本文主要围绕如何在英语教学中培养学生的创造力展开叙述。 这些新方法如下：营造民主、宽松、和谐的学习氛围和环境，培养学生的创造性个性，培养学生的创造性思维和破除常规思维的枷锁。同时，通过在英语教学中对学生创造力培养的实践与探索,培养学生的创造性思维、创新意识和创新能力,弘扬学生的主体精神,促进学生的个性和谐发展。

毕业论文关键词：英语教学； 创造力； 发散思维

Contents

1. Introduction 1

2. Literature Review 2

3. Creativity 3

3.1 Definition and Characteristics 3

3.2 The Relationship between Creativity and Knowledge, Intelligence and Personality 4

3.3 The Relationship between Family, School , Social Circumstance and Creativity 5

4. The Principles and the Problems abou t Cultivating Creativity 6

4.1 The Basic Principles about Cultivating Creativity 6

4.2 The Problems about Cultivating Creativity 7

5. The Methods of Cultivating Students’ Creativity in English Teaching 8

5.1 Developing Democratic, Free and Harmonious Study Atmosphere and Environment 8

5.2 Cultivating Students’ Creative Personality 10

5.3 Developing Students’ Divergent Thinking 11

5.4 Breaking the Chains of Conventional Thinking 14

6. Conclusion 15

Works Cited 16

1. Introduction

Jiang Zemin once pointed out that “Innovation is the spirit of a nation’s progress and the invariable force of a country's prosperity. If a country is lack of creativity, it will be very hard to stand among the nations of the world (Alane, 2011: 23) . ” The international competition in economy, science and comprehensive national power is actually the competition of the total of the level and quantity of innovative talents, which requires to foster creative talents. Innovation education has become the focus of educational reform of many countries around the world. In order to keep training the students’ innovative spirit and practical ability in focus, our country has to pay much attention to innovative education in implementing the strategy of developing country through science and education and quality education. However, at present, fostering the students’ creative ability in education has not been given nearly enough attention, and there has not formed an idea about how to consciously train creativity and has not formed an effective training model. Many policies on education of different countries and opinions of some famous people all illustrate it’s extremely meaningful to cultivate creativity. Tao Xingzhi advocated to cultivate students’ creativity in 1940s, but it’s a pity for the lack of enough attention in the traditional education. When Dr.Chen-ning Yang was comparing Chinese and foreign students, he once pointed out, “Our Chinese students are good at convergent thinking instead of pergent thinking, and their sense of innovation is not strong, and they’re lack of creativity (Alane, 2011: 54) .” US Harvard University Principle Psi thought that, “Whether a person does have the creativity is the pide between the first-rate talented person and second-rate talented person .”(Scrivener, 2002:60） Developed countries such as America and Japan have long planned to cultivate students’ creativity. What’s more, they have made it an education policy of the state and have achieved remarkable progress.