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语文教学要达到“不教”之目的,就应该在教学全过程中引导学生“自己进行探讨,自己去推论。给他们讲的尽量少些,而引导他们去发现的应该尽量多些。”(斯宾塞)如何引导学生“尽量多”地去“发现”呢?“点拨式”是常用教法之一。点拨点拨,“点”使之“明”也。通过教师的点,使学生明白思维流程之起点。“点”法万变,窃以为不离其二。其一,当学生对已知与未知之间的矛盾不甚明了或不屑一顾时,其情感区域内,求知的欲望受抑制,这样,在其思维领域内就会出现“盲点”(此借用生理现象上的一个概念),“盲点”多,对智力活动与语言实践活动的展开,带来的负影响就越大,甚至会从根本上扼制兴趣的产生,阻碍“探讨”、“推论”的进行。此时,如能“点盲复明”,唤醒学生已有知识与未掌握的知识和想要知道的愿望之间的矛盾冲突,点明思维的起点,其效应,将大大促使学生积极思
For Chinese teaching to achieve the goal of “not teaching,” students should be guided through the process of teaching themselves to “discuss themselves and make inferences on their own. To give them as little as possible, and to guide them to discover as much as possible.” Spencer) How to guide students to “discover” “as much as possible”? “Dial” is one of the commonly used methods. Click and dial, “point” to make it “clear” also. Through the teacher’s point, students can understand the starting point of the thinking process. The “point” method is changing and stealing it as the second. First, when students are unclear or dismissive about the contradiction between known and unknown, the desire for knowledge is suppressed in their emotional areas. In this way, there will be “blind spots” in their thinking area (this borrowing A concept on physiological phenomena), “Blind spots” are many, and the negative impact on the development of intellectual activities and language practice activities will be even greater. They will even curb the production of interest and hinder the “probing” and “inference”. The progress. At this time, if we can “blindly point out” to awaken the contradictions and conflicts between students’ existing knowledge and unknowledgeable knowledge and desires that we want to know, we will make clear the starting point of thinking and its effects will greatly encourage students to think positively.