《有關(guān)農(nóng)村中學(xué)語文教學(xué)中創(chuàng)造性思維的培養(yǎng)的探析中英文對照》由會員分享，可在線閱讀，更多相關(guān)《有關(guān)農(nóng)村中學(xué)語文教學(xué)中創(chuàng)造性思維的培養(yǎng)的探析中英文對照（4頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、 有關(guān)農(nóng)村中學(xué)語文教學(xué)中創(chuàng)造性思維的培養(yǎng)的探析 中英文對照 The rural middle school language teaching in the cultivation of creative thinking in English 初中階段是學(xué)生思維能力形成的重要階段，對各方面的知識接觸較多，眼界比小學(xué)開闊得多，對什么事物都有自己獨(dú)到的見解，是創(chuàng)造性思維能力培養(yǎng)的關(guān)鍵時期。本文主要對農(nóng)村學(xué)生在初中語文教學(xué)中創(chuàng)造性思維的培養(yǎng)進(jìn)行了探討。 The junior middle school stage is an important stage for the form

2、ation of the students thinking ability, knowledge of more contact with all aspects of the horizon than primary school, a much wider, have their own unique insights on what things, is the key period to cultivate the ability of creative thinking. In this paper, the main cultivation of creative thinkin

3、g in Chinese teaching in middle school students in rural areas are discussed. [關(guān)鍵詞]語文教學(xué) 創(chuàng)造性思維 農(nóng)村學(xué)生 [ keyword ] language teaching creative thinking of rural students 我國的傳統(tǒng)教育強(qiáng)調(diào)以教師為中心，強(qiáng)調(diào)教師對學(xué)生單向講授知識，把學(xué)生當(dāng)作知識灌輸對象，其目標(biāo)是把學(xué)生培養(yǎng)成能很好地理解、消化和應(yīng)用前人知識與經(jīng)驗(yàn)的應(yīng)用型人材。這無疑對學(xué)生的發(fā)展有一定的好處，讓學(xué)生具有豐富的知識，為今后參與社會主義現(xiàn)代化建設(shè)打下堅實(shí)的基礎(chǔ)。但這不

4、利于學(xué)生創(chuàng)新能力的培養(yǎng)，學(xué)生只能停留在前人基礎(chǔ)上而無所進(jìn)步?，F(xiàn)行的教育體制則認(rèn)為，教學(xué)應(yīng)該以學(xué)生為主體，教師只是教學(xué)活動的參與者，只能發(fā)揮主導(dǎo)作用，而不能完全代替學(xué)生的思維。江總書記二、利用農(nóng)村學(xué)生的生活體驗(yàn)，強(qiáng)調(diào)學(xué)生的發(fā)散思維與想象思維，以培養(yǎng)學(xué)生的創(chuàng)造性思維能力 Our traditional education emphasizes teacher-centered, emphasizes the teacher to the student the one-way teaching knowledge, take the student as a knowledge object

5、, the goal is to cultivate applied talents can be well understood, digestion and application of previous knowledge and experience. Some of the benefits of the development of students, let the students have a wealth of knowledge, for the future to participate in the construction of socialist moderniz

6、ation and lay a solid foundation. But this is not conducive to the cultivation of students innovation ability, students can only stay in the previous basis and no progress. The current education system is that, the teaching should take the student as the main body, the teacher is teaching activities

7、, can only play the leading role, but can not completely replace the students thinking. General Secretary Jiang two, use of rural students life experience, emphasizing the divergent thinking and imagination of students, to cultivate the students creative thinking ability 農(nóng)村學(xué)生的生活體驗(yàn)也是豐富多彩的，教材上有許多涉及農(nóng)村

8、題材的文章，我們要善于抓住這部分內(nèi)容，讓學(xué)生進(jìn)行大膽的發(fā)散思維與想象思維。為了創(chuàng)新，必須強(qiáng)調(diào)發(fā)散思維與想象思維，沒有發(fā)散思維和想象思維就不會有任何創(chuàng)造性的萌芽和創(chuàng)造性的成果。可以說一切創(chuàng)造都起源于發(fā)散思維與想象思維。例如，我們在教學(xué)魯迅的《從百草園到三味書屋》時，就可利用學(xué)生已有的生活體驗(yàn)進(jìn)行發(fā)散思維，想想自己小時候有沒有與魯迅類似的經(jīng)歷，有沒有與魯迅類似的體驗(yàn)。也可大膽想象，如果你是當(dāng)時的魯迅，你會怎樣做？再如，我們教學(xué)《孤獨(dú)之旅》時，我們可以調(diào)動學(xué)生的生活背景，讓學(xué)生體會小主人公失學(xué)放鴨的經(jīng)歷，大膽想象小主人公今后的人生會怎樣。當(dāng)然，對于其他文學(xué)名著，我們?nèi)匀豢梢宰寣W(xué)生發(fā)散思維與大膽想象。

9、如教學(xué)《孔乙己》時，我們可以讓學(xué)生發(fā)散思維，聯(lián)想到當(dāng)今大學(xué)生中的“孔乙己”，他們大事做不了，小事不愿做的現(xiàn)象。也可以大膽想象，孔乙己斷腿之后會怎樣。再如，教學(xué)《我的叔叔于勒》時，可讓學(xué)生作假設(shè)性想象，如果遇到的是百萬富翁的于勒，文章情節(jié)會怎樣。通過這樣的發(fā)散與想象，學(xué)生的創(chuàng)造性思維能力自然就會培養(yǎng)起來。 The rural students life experience is also rich and colorful, there are many articles relating to the rural subject teaching, we must seize this

10、 part of content, let the students divergent thinking and imaginative thinking bold. In order to innovation, must emphasize the divergent thinking and imaginative thinking, divergent thinking and imagination without will not sprout and creative any creative achievements. Can be said that all creatio

11、n originated from the divergent thinking and imagination. For example, we in the teaching of Lu Xun " from the Baicao garden to Sanwei ", it can use the existing student life experience of divergent thinking, think of his childhood and Lu Xun have similar experiences, have similar experience with Lu

12、 Xun. Can also be bold imagination, if you are at the time of Lu Xun, what will you do? Moreover, our teaching " lonely journey ", we can mobilize students life background, lets the student realize the protagonist of ducks experience, bold imagination young heroine, what will the future life. Of cou

13、rse, for other literature, we still can let students divergent thinking and bold imagination. Such as teaching " Kong Yiji ", we can make students divergent thinking, reminiscent of todays college students in "Kong Yiji ", they do not, do not want to do small things phenomenon. Can also imagine bold

14、ly, Kong leg did afterward. Moreover, teaching " my uncle Jules ", can let the students a set of imagination, if encounter is millionaire Jules, how will the plot. Through divergence and imagine, the creative thinking ability of the students will naturally grow up. 三、開展多種形式的語文活動，以更好地培養(yǎng)學(xué)生的創(chuàng)造性思維能力

15、 Three, to carry out various forms of language activities, in order to better train the students creative thinking ability 真正語文能力的形成就是要學(xué)以致用，真正創(chuàng)造性思維能力的形成，就是要能運(yùn)用創(chuàng)造性思維能力來解決實(shí)際問題。因此，在語文教學(xué)中，要真正培養(yǎng)起學(xué)生的創(chuàng)造性思維能力，就得開展豐富多彩的語文活動，讓學(xué)生學(xué)以致用，在實(shí)踐中發(fā)揮自己的創(chuàng)新能力。對于農(nóng)村初中來說，可以開展創(chuàng)作座右銘、格言征集、校園作文競賽、手抄報比賽、校園廣播等活動，這些活動簡單易行，也適合農(nóng)村初中開

16、展。在這些活動中，教師可以大膽放手讓學(xué)生自己去做，充分發(fā)揮他們的作用，以讓學(xué)生真正形成創(chuàng)造性思維能力。 The formation of the real language ability is to learn in order to practise, form truly creative thinking ability, is to be able to use creative thinking ability to solve practical problems. Therefore, in the language teaching, to cultivate the

17、students creative thinking ability, must carry out rich and colorful language activities, let the students learn in order to practise, play to their own creative abilities in practice. For rural junior high school, can carry on the creation, collection, campus motto aphorism composition contest, pos

18、ter contest, the campus radio and other activities, these activities are simple, but also suitable for rural junior school. In these activities, teachers can boldly let the students themselves to do, give full play to their role, to let students form the ability of creative thinking. 總之，培養(yǎng)學(xué)生的創(chuàng)造性思維的

19、方法與途徑很多，作為農(nóng)村初中來說，只要我們做語文教學(xué)的有心人，適時適地地對學(xué)生進(jìn)行創(chuàng)造性思維能力的培養(yǎng)，就能培養(yǎng)出一大批敢想、敢說、敢做并具有開拓創(chuàng)新能力的新世紀(jì)的接班人。 In conclusion, methods and ways to cultivate the creative thinking of the students a lot, as a rural junior middle school, as long as we do the teaching of Chinese people, timely and appropriate to the cultivat

20、ion of creative thinking ability of students, to cultivate a large number of dare to think, dare say, do and has a new century to develop innovation ability of the successor. 說：“創(chuàng)新是民族進(jìn)步的靈魂，是國家興旺發(fā)達(dá)不竭的動力?！笔欠窬哂袆?chuàng)新能力也是二十一世紀(jì)新型人才的重要標(biāo)準(zhǔn)。而創(chuàng)新能力的培養(yǎng)又依賴于學(xué)生創(chuàng)造性思維的形成，可見，培養(yǎng)學(xué)生的創(chuàng)造性思維顯得尤為重要。初中階段是學(xué)生思維能力形成的重要階段，對各方面的知識

21、接觸較多，眼界比小學(xué)開闊得多，對什么事物都有自己獨(dú)到的見解，是創(chuàng)造性思維能力培養(yǎng)的關(guān)鍵時期。而語文是各學(xué)科的基礎(chǔ)，是培養(yǎng)創(chuàng)造性思維的搖籃，作為農(nóng)村初中來說，由于條件的限制，學(xué)生往往只局限于課本，相對于城市的孩子來說，知識面窄得多，對于這樣的孩子，我們?nèi)绾卫矛F(xiàn)有的條件在語文教學(xué)中培養(yǎng)學(xué)生的創(chuàng)造性思維能力呢？ Said: " innovation is the soul of a nations progress, is an inexhaustible motive force for national prosperity. " Whether or not an important c

22、riterion for innovative ability is the twenty-first Century new talent. The formation, and the cultivation of innovation ability depends on the students creative thinking can be seen, the cultivation of students creative thinking is particularly important. The junior middle school stage is an import

23、ant stage for the formation of the students thinking ability, knowledge of more contact with all aspects of the horizon than primary school, a much wider, have their own unique insights on what things, is the key period to cultivate the ability of creative thinking. While Chinese is a basic subject,

24、 is the cradle of cultivating creative thinking, as a rural junior middle school, because of the limitation of conditions, students are often confined to the textbooks, compared with the city kids, narrow knowledge more, for such children, how can we use the cultivation of students creative thinking

25、 ability in the teaching of Chinese existing conditions? 一、充分利用語文課堂，讓學(xué)生大膽質(zhì)疑，重視學(xué)生的求異思維，激發(fā)學(xué)生創(chuàng)新的愿望 One, make full use of the language classroom, let the students to question, pay attention to students divergent thinking, inspire the students innovative desire 課堂是教學(xué)的主要陣地，作為農(nóng)村的孩子來說，課堂是學(xué)生獲取知識的主要途徑，也是

26、培養(yǎng)創(chuàng)造性思維的主要陣地。因此教師要充分利用課堂，讓學(xué)生大膽質(zhì)疑，激發(fā)學(xué)生創(chuàng)新的愿望。這就要求教師放下師道尊嚴(yán)的架子，創(chuàng)設(shè)寬松、民主的課堂氛圍，讓學(xué)生敢于發(fā)表自己的真知灼見，而不受教師的影響。大家知道，語文作為一門具有濃厚人文性和思維性的學(xué)科，對某些問題的理解和看法是因人而異、因時而異，由于知識積累的差異、生活背景的不同，就會形成“一千個讀者，一千個哈姆雷特”的認(rèn)識差異，真可謂“橫看成嶺側(cè)成峰，遠(yuǎn)近高低各不同”，這實(shí)際上就是一種求異思維。而在語文課堂教學(xué)中，有的教師照本宣科，把教參的理解強(qiáng)硬地灌輸給學(xué)生，在考試中，用既定的標(biāo)準(zhǔn)答案來衡量學(xué)生的回答，這些做法束縛了學(xué)生的思維，久而久之，學(xué)生創(chuàng)造性

27、思維的源泉就可能枯竭。因此，我們在語文教學(xué)中要尤其重視學(xué)生的求異思維，不要輕易否定學(xué)生的看法。例如，在教學(xué)《愚公移山》時，教參上明確指出本文是寓言，主要表現(xiàn)愚公大智若愚的精神?？蓪W(xué)生可能認(rèn)為愚公搬家是更省事，現(xiàn)代移民不正是一個很好的例子嗎，如果學(xué)生有這種認(rèn)識又未嘗不可呢？再如，教學(xué)《我的叔叔于勒》時，小說的主人公到底是于勒還是菲利普夫婦，只要理由恰當(dāng)就可以了，何必追求一致呢？一般來說，對于學(xué)生的不同理解，只要基本符合事理，教師都應(yīng)加以肯定，以保護(hù)學(xué)生的自尊心，這樣才能讓學(xué)生保存心中那熠熠生輝的創(chuàng)新火花，真正培養(yǎng)起學(xué)生的創(chuàng)造性思維能力。 The classroom is the main po

28、sition of teaching, as a rural children, the classroom is the main approach for students to acquire knowledge, but also cultivate the main position of creative thinking. Therefore, teachers should make full use of the classroom, let the students to question, to stimulate students innovative desire.

29、This requires teachers to put down the teachers dignity shelf, create a liberal, democratic classroom atmosphere, let students dare to express their high perspicacity, without the influence of teachers. You know, language as a strong cultural and thinking of the subject, some problems of understandi

30、ng and the view is differ from man to man, from time to time, due to the differences in the accumulation of knowledge, the life background, will form a " one thousand readers, understanding differences between one thousand Hamlet ", it is " Wang Ling-side as a peak, near and far different level ", w

31、hich in fact is a kind of thinking. But in the Chinese classroom teaching, some teachers to echo what the books say, teaching understanding tough to instill in students, in the test, using the standard answer set to measure students answer, these practices bound students thinking, in the course of t

32、ime, source of students creative thinking may dry up. Therefore, we should pay particular attention to divergent thinking of students in the teaching of Chinese, dont simply dismiss the students view. For example, in the teaching of " great determination and courage ", clearly pointed out that this

33、is a fable of teaching, mainly the foolish old man still water runs deep spirit. Students may think that the foolish old man move is more convenient, modern immigration is not a good example, if students have this kind of understanding is not a bad idea? Moreover, teaching " my uncle Jules ", the he

34、ro of the novel is the Jules Philip couples or, as long as the reason right on it, why the pursuit of consistency? In general, for the different understanding of the students, as long as the basic line of the affair, teachers should be affirmed, in order to protect the self-esteem of students, so that students keep in heart that shining spark innovation, cultivate students creative thinking ability.