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纵观当前语文教学课堂,孩子的思维现状不容乐观:或是跟着老师跑,没有自己的独立想法;或是依赖老师,等待老师的答案;或是想方设法揣摩老师的意图……究其原因,老师的思想禁锢了孩子的思维,造成其僵化;老师的思想主宰着孩子的思维,促使其退化;老师的思想代替了孩子的思维,导致其惰化。学生的思维能力都去哪儿了?作为语文老师,往往更关注人文精神的熏陶,注重语言积累运用能力的培养,却有意或无意地漠视了思维训练的存在。
Throughout the current language teaching classroom, the child’s thinking status quo is not optimistic: either follow the teacher ran, do not have their own independent ideas; or rely on the teacher, waiting for the teacher’s answer; or find ways to try to figure out the teacher’s intentions ...... The reason, the teacher Thought imprisoned the child’s thinking, resulting in its rigid; teacher’s thinking dominated the child’s thinking, to promote its degradation; the teacher’s thinking instead of the child’s thinking, leading to its inerting. As the language teachers, they tend to pay more attention to the influence of humanistic spirit and pay attention to the cultivation of the ability of using and accumulating language, but have neglected the existence of thinking training intentionally or unintentionally.