摘要：培养青少年较强的创造性思维能力是塑造创新人才的重要环节,同时也是教育工作者的重要职责之一。当前我国青少年创造性思维水平整体不高，而提升创造性思维能力是个系统工程，笔者从实验教学的角度，结合自然科学研究过程和心理学方法，给出了提高青少年创造性思维能力的若干建议：培养学生“有条件的怀疑”精神；教育学生正确对待实验中的“机遇”；引导学生辩证对待实验对于理论的“验证性”；训练学生运用非逻辑思维方法进行科学思维能力的培养。

关键词：创造性思维；非逻辑思维；培养方法和途径；实验教学

Abstract:The cultivation of innovative talents is one aspect of the important responsibilities of the educators, as well as an important of training creative talents. Currently, the whole level of Chinese teenagers’ creative thinking is not high, and improving the creative thinking is a comprehensive process. The paper probes into the cultivation of the students’ creative thinking during the experimental teaching from the perspective of scientific philosophy and the psychology, and puts forward some suggestions to raise the students’ creative thinking during the experimental teaching: cultivating the students’ spirit of conditional disbelief; proper treatment of opportunities in the experiment; dialectical treatment of the verifiability of experiment for its theory; application of non-logical thinking method in scientific thinking.

Key words: creative thinking, logical thinking, cultivating ways and means, experiment teaching

创新，要求创新主体须有创新的意识和创新的能力，从心理学与发生学的角度看，人的创新意识和能力的强弱与人的创造性思维活动能力高低有密切关联。鉴于高中、大学阶段的学生已然有了一定的知识（特别是自然科学知识）积淀和世界观基础，因而在高中及大学阶段对学生进行现实的（而非抽象意义上的）创新精神与创新能力的培养十分重要。有鉴于此，笔者现从心理学和科学哲学的视角探讨实验教学中学生创造性思维能力的培养问题，希冀对我国创新性人才的培养及创新型国家的建设有所裨益。