让思维能力在问题教学中“升华”--浅析问题案例教学中初中生思维能力的培养

• 作 者: 居素琴
• 机 构: 江苏省溧阳市第六中学,
• 出 处: 新课程(中旬)
• 发表日期: 2013年12期

爱因斯坦指出:“思维世界的发展,在某种意义上说,就是对惊奇的不断摆脱。”教育学指出,思维能力是指人们通过分析、综合、概括、抽象、比较、具体化和系统化等一系列过程,对感性材料进行加工并转化为理性认识及解决问题的。其中,概念、判断和推理是思维的基本形式。实践证明,无论是学生的学习活动,还是人类发明创造活动,都离不开思维的过程。思维能力作为学生所应具有的三大学习能力之一,是学生智力发展水平的重要组成要素之一,是

Einstein pointed out: “The development of the world of thinking, in a sense, is to keep getting rid of surprises.” Pedagogy points out that thinking ability refers to people’s thinking through analysis, synthesis, summarization, abstraction, comparison and concretization And systematic and a series of processes, the processing of sensory materials and into a rational understanding and problem solving. Among them, the concept of judgment and reasoning is the basic form of thinking. Practice has proved that both students’ learning activities, or human inventions and creative activities, are inseparable from the thinking process. As one of the three major learning abilities a student possesses, thinking ability is one of the most important components of a student’s intellectual development.