Migration nature: positive migration, negative migration

Different levels of abstraction and generalization of migrating content: horizontal migration and vertical migration

Time sequence of migration: forward migration and reverse migration

Differences in migration content: general migration and specific migration

Migration scope: near migration and far migration

Form training theory: Learning content is not important, form and training are important

Common elements theory (Thorndike and Woodworth)

The Theory of Generalization of Experience (Judd) - Target Shooting Experiment in Water

Relationship Transformation Theory (Gestalt Psychologist-Koehler)

Cognitive structure theory (Ausubel)

Main factors affecting migration

Teaching Strategies to Promote Primary School Students’ Migration

Well-defined problems (well-structured problems): usually means that the starting state, goal state and solution of the problem are determined

Poorly defined problems (poorly structured problems): refer to the problem where the starting state, goal state and solution are uncertain

Problem-solving characteristics: purposefulness, cognition, sequence

problem solving model

Main factors affecting primary school students’ problem solving

Cultivation of primary school students’ problem-solving abilities

Intelligence (most creative people have IQs between 110 and 130; people with IQs above 130 have very scattered levels of creativity, ranging from high to low; people with low IQs are also less creative)

knowledge experience

personality and motivational factors

envirnmental factor

Training methods for primary school students’ creative thinking

Teaching suggestions for cultivating creativity among primary school students