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宋代教育家朱熹说过:“读书始读,未知有疑。其次才渐渐有疑,中则节节是疑。过一番后,疑渐渐解,以至融会贯通,都无所疑,方始是学。”生动地描述了学习过程中“无疑—有疑—无疑”的阅读思维发展线索,初步揭示了“疑—思—解”的认知规律。的确,学生在语文学习活动中,其思维动向无一不是在“疑”上。探索出适合学生思维发展的教学途径,使阅读教学真正成为活跃学生思维、启发学生探究和激发学生创新的过程。因此,尝试建构“以疑为线,培养创新思维”的阅读教学模式。
Song Xi educator Zhu Xi said: “Reading first reading, unknown doubts. Second, it gradually suspect, in the section is suspect. After some, the suspect gradual solution, and even coherence, there is no doubt, the beginning is to learn . ”Vividly describes the development of reading thoughts in the learning process “ no doubt - doubtful - no doubt ”, initially revealed the cognitive law of “ suspect - think - solution ”. Indeed, students in the language learning activities, their thinking trends are all in the “suspect” on. Explores teaching methods that are suitable for the development of students ’thinking, makes reading teaching truly become an active student’s thinking and inspires students to explore and stimulate students’ innovation. Therefore, try to construct a reading teaching mode of “taking the suspicion as the line and cultivating innovative thinking”.