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语文教学内容的模糊性促使我们在从事语文教学活动时必须尊重其独特性。当我们以准确的评价来规范学生理解的思维的时候,会讲究条分缕析,清晰畅达,这必须曲解作品应有的情感意蕴,束缚学生想象力的展开,背离教学之道。而模糊评价的运用恰恰可以填补这一空白,将学生的思维与情绪导向朦胧恍惚的情状,使学生的想象力无限展开,审美联想和审美感受达到最佳。
The ambiguity of the content of language teaching urges us to respect the uniqueness of our language teaching activities. When we use accurate evaluations to regulate students’ understanding of thinking, we will pay attention to interpreting and clarifying the points. This must distort the emotional implications of the works, hamper the development of students’ imagination, and deviate from the teaching methods. The use of fuzzy evaluation can precisely fill this gap, and guide the students’ thinking and emotions to the ambiguous situation, so that the students’ imagination can be expanded indefinitely, and the aesthetic association and aesthetic feeling can reach the best.