论文部分内容阅读
《语文课程标准》在“总目标”中明确指出:“在发展语言能力的同时,发展思维能力,激发想象力和创造潜能。”这就要求我们在语文教学中要培养学生的创造能力。创造性思维是创造能力的核心,因此,语文教学要注重对学生创造性思维的培养。一、创设思维情境创造性思维的前提是热爱学习,渴望探索。为了培养学生的创新意识,在语文教学中,教师不仅要保护学生的好奇心和探究兴趣,而且要创设情境,激发他们的探究兴趣。爱玩、想快乐而又怕拘束是学生的天性,在教学中教师应针对这种心理特点,为他们营造一个无拘无束的空间,让他们的思维在其间纵横千里,乐此不疲,乐在其中。比如在教学《称象》一课时,一揭示题目,我就有意识地创设问题情境:“一头象那么重,你能称出它的重量吗?”“曹冲用了什么办法称象呢?”“你还有更好的办法吗?”这样一来,就激发了学生学习课文的兴趣和探究称象办法的强烈欲望。接着,让学生观察并思考一组实验:先标出浮在水面上的塑料盆(当作船)的吃水线,然
“Chinese Curriculum Standard” clearly states in “Total Objectives”: “While developing the language ability, we should develop the thinking ability, stimulate the imagination and create the potential.” This requires us to train the students in the language teaching creativity. Creative thinking is the core of creative ability. Therefore, Chinese teaching should pay attention to the cultivation of creative thinking of students. First, create a creative situation Creative thinking is based on the premise of learning, eager to explore. In order to cultivate students ’sense of innovation, in the teaching of Chinese, teachers should not only protect the students’ curiosity and interest, but also create situations and arouse their interest in inquiry. Playful, happy and afraid of restraint is a student’s nature, in the teaching of teachers should be based on this psychological characteristics, to create an unfettered space for them, so that their thinking in the vertical and horizontal miles, never tired, enjoyable. For example, in the course of teaching “Weighing”, when I revealed the subject, I consciously created the problem situation: “As heavy as one, can you weigh its weight?” “What kind of method is used by Cao Chong? Do you still have a better idea? ”“ This stimulated students’ interest in learning the text and the intense desire to explore methods of accountability. ” Next, let the students observe and think about a set of experiments: first, mark the water line of a plastic basin (as a ship) floating on the surface of the water