有关农村中学语文教学中创造性思维的培养的探析中英文对照

有关农村中学语文教学中创造性思维的培养的探析中英文对照The rural middle school language teaching in the cultivation of creative thinking in English初中阶段是学生思维能力形成的重要阶段，对各方面的知识接触较多，眼界比小学开阔得多，对什么事物都有自己独到的见解，是创造性思维能力培养的关键时期。本文主要对农村学生在初中语文教学中创造性思维的培养进行了探讨。 The junior middle school stage is an important stage for the formation of the students thinking ability, knowledge of more contact with all aspects of the horizon than primary school, a much wider, have their own unique insights on what things, is the key period to cultivate the ability of creative thinking. In this paper, the main cultivation of creative thinking in Chinese teaching in middle school students in rural areas are discussed.关键词语文教学 创造性思维 农村学生 keyword language teaching creative thinking of rural students我国的传统教育强调以教师为中心，强调教师对学生单向讲授知识，把学生当作知识灌输对象，其目标是把学生培养成能很好地理解、消化和应用前人知识与经验的应用型人材。这无疑对学生的发展有一定的好处，让学生具有丰富的知识，为今后参与社会主义现代化建设打下坚实的基础。但这不利于学生创新能力的培养，学生只能停留在前人基础上而无所进步。现行的教育体制则认为，教学应该以学生为主体，教师只是教学活动的参与者，只能发挥主导作用，而不能完全代替学生的思维。江总书记二、利用农村学生的生活体验，强调学生的发散思维与想象思维，以培养学生的创造性思维能力 Our traditional education emphasizes teacher-centered, emphasizes the teacher to the student the one-way teaching knowledge, take the student as a knowledge object, the goal is to cultivate applied talents can be well understood, digestion and application of previous knowledge and experience. Some of the benefits of the development of students, let the students have a wealth of knowledge, for the future to participate in the construction of socialist modernization and lay a solid foundation. But this is not conducive to the cultivation of students innovation ability, students can only stay in the previous basis and no progress. The current education system is that, the teaching should take the student as the main body, the teacher is teaching activities, can only play the leading role, but can not completely replace the students thinking. General Secretary Jiang two, use of rural students life experience, emphasizing the divergent thinking and imagination of students, to cultivate the students creative thinking ability农村学生的生活体验也是丰富多彩的，教材上有许多涉及农村题材的文章，我们要善于抓住这部分内容，让学生进行大胆的发散思维与想象思维。为了创新，必须强调发散思维与想象思维，没有发散思维和想象思维就不会有任何创造性的萌芽和创造性的成果。可以说一切创造都起源于发散思维与想象思维。例如，我们在教学鲁迅的从百草园到三味书屋时，就可利用学生已有的生活体验进行发散思维，想想自己小时候有没有与鲁迅类似的经历，有没有与鲁迅类似的体验。也可大胆想象，如果你是当时的鲁迅，你会怎样做？再如，我们教学孤独之旅时，我们可以调动学生的生活背景，让学生体会小主人公失学放鸭的经历，大胆想象小主人公今后的人生会怎样。当然，对于其他文学名著，我们仍然可以让学生发散思维与大胆想象。如教学孔乙己时，我们可以让学生发散思维，联想到当今大学生中的“孔乙己”，他们大事做不了，小事不愿做的现象。也可以大胆想象，孔乙己断腿之后会怎样。再如，教学我的叔叔于勒时，可让学生作假设性想象，如果遇到的是百万富翁的于勒，文章情节会怎样。通过这样的发散与想象，学生的创造性思维能力自然就会培养起来。 The rural students life experience is also rich and colorful, there are many articles relating to the rural subject teaching, we must seize this part of content, let the students divergent thinking and imaginative thinking bold. In order to innovation, must emphasize the divergent thinking and imaginative thinking, divergent thinking and imagination without will not sprout and creative any creative achievements. Can be said that all creation originated from the divergent thinking and imagination. For example, we in the teaching of Lu Xun from the Baicao garden to Sanwei , it can use the existing student life experience of divergent thinking, think of his childhood and Lu Xun have similar experiences, have similar experience with Lu Xun. Can also be bold imagination, if you are at the time of Lu Xun, what will you do? Moreover, our teaching lonely journey , we can mobilize students life background, lets the student realize the protagonist of ducks experience, bold imagination young heroine, what will the future life. Of course, for other literature, we still can let students divergent thinking and bold imagination. Such as teaching Kong Yiji , we can make students divergent thinking, reminiscent of todays college students in Kong Yiji , they do not, do not want to do small things phenomenon. Can also imagine boldly, Kong leg did afterward. Moreover, teaching my uncle Jules , can let the students a set of imagination, if encounter is millionaire Jules, how will the plot. Through divergence and imagine, the creative thinking ability of the students will naturally grow up.三、开展多种形式的语文活动，以更好地培养学生的创造性思维能力 Three, to carry out various forms of language activities, in order to better train the students creative thinking ability真正语文能力的形成就是要学以致用，真正创造性思维能力的形成，就是要能运用创造性思维能力来解决实际问题。因此，在语文教学中，要真正培养起学生的创造性思维能力，就得开展丰富多彩的语文活动，让学生学以致用，在实践中发挥自己的创新能力。对于农村初中来说，可以开展创作座右铭、格言征集、校园作文竞赛、手抄报比赛、校园广播等活动，这些活动简单易行，也适合农村初中开展。在这些活动中，教师可以大胆放手让学生自己去做，充分发挥他们的作用，以让学生真正形成创造性思维能力。 The formation of the real language ability is to learn in order to practise, form truly creative thinking ability, is to be able to use creative thinking ability to solve practical problems. Therefore, in the language teaching, to cultivate the students creative thinking ability, must carry out rich and colorful language activities, let the students learn in order to practise, play to their own creative abilities in practice. For rural junior high school, can carry on the creation, collection, campus motto aphorism composition contest, poster contest, the campus radio and other activities, these activities are simple, but also suitable for rural junior school. In these activities, teachers can boldly let the students themselves to do, give full play to their role, to let students form the ability of creative thinking.总之，培养学生的创造性思维的方法与途径很多，作为农村初中来说，只要我们做语文教学的有心人，适时适地地对学生进行创造性思维能力的培养，就能培养出一大批敢想、敢说、敢做并具有开拓创新能力的新世纪的接班人。 In conclusion, methods and ways to cultivate the creative thinking of the students a lot, as a rural junior middle school, as long as we do the teaching of Chinese people, timely and appropriate to the cultivation of creative thinking ability of students, to cultivate a large number of dare to think, dare say, do and has a new century to develop innovation ability of the successor. 说：“创新是民族进步的灵魂，是国家兴旺发达不竭的动力。”是否具有创新能力也是二十一世纪新型人才的重要标准。而创新能力的培养又依赖于学生创造性思维的形成，可见，培养学生的创造性思维显得尤为重要。初中阶段是学生思维能力形成的重要阶段，对各方面的知识接触较多，眼界比小学开阔得多，对什么事物都有自己独到的见解，是创造性思维能力培养的关键时期。而语文是各学科的基础，是培养创造性思维的摇篮，作为农村初中来说，由于条件的限制，学生往往只局限于课本，相对于城市的孩子来说，知识面窄得多，对于这样的孩子，我们如何利用现有的条件在语文教学中培养学生的创造性思维能力呢？ Said: innovation is the soul of a nations progress, is an inexhaustible motive force for national prosperity. Whether or not an important criterion for innovative ability is the twenty-first Century new talent. The formation, and the cultivation of innovation ability depends on the students creative thinking can be seen, the cultivation of students creative thinking is particularly important. The junior middle school stage is an important stage for the formation of the students thinking ability, knowledge of more contact with all aspects of the horizon than primary school, a much wider, have their own unique insights on what things, is the key period to cultivate the ability of creative thinking. While Chinese is a basic subject, is the cradle of cultivating creative thinking, as a rural junior middle school, because of the limitation of conditions, students are often confined to the textbooks, compared with the city kids, narrow knowledge more, for such children, how can we use the cultivation of students creative thinking ability in the teaching of Chinese existing conditions?一、充分利用语文课堂，让学生大胆质疑，重视学生的求异思维，激发学生创新的愿望 One, make full use of the language classroom, let the students to question, pay attention to students divergent thinking, inspire the students innovative desire课堂是教学的主要阵地，作为农村的孩子来说，课堂是学生获取知识的主要途径，也是培养创造性思维的主要阵地。因此教师要充分利用课堂，让学生大胆质疑，激发学生创新的愿望。这就要求教师放下师道尊严的架子，创设宽松、民主的课堂氛围，让学生敢于发表自己的真知灼见，而不受教师的影响。大家知道，语文作为一门具有浓厚人文性和思维性的学科，对某些问题的理解和看法是因人而异、因时而异，由于知识积累的差异、生活背景的不同，就会形成“一千个读者，一千个哈姆雷特”的认识差异，真可谓“横看成岭侧成峰，远近高低各不同”，这实际上就是一种求异思维。而在语文课堂教学中，有的教师照本宣科，把教参的理解强硬地灌输给学生，在考试中，用既定的标准答案来衡量学生的回答，这些做法束缚了学生的思维，久而久之，学生创造性思维的源泉就可能枯竭。因此，我们在语文教学中要尤其重视学生的求异思维，不要轻易否定学生的看法。例如，在教学愚公移山时，教参上明确指出本文是寓言，主要表现愚公大智若愚的精神。可学生可能认为愚公搬家是更省事，现代移民不正是一个很好的例子吗，如果学生有这种认识又未尝不可呢？再如，教学我的叔叔于勒时，小说的主人公到底是于勒还是菲利普夫妇，只要理由恰当就可以了，何必追求一致呢？一般来说，对于学生的不同理解，只要基本符合事理，教师都应加以肯定，以保护学生的自尊心，这样才能让学生保存心中那熠熠生辉的创新火花，真正培养起学生的创造性思维能力。The classroom is the main position of teaching, as a rural children, the classroom is the main approach for students to acquire knowledge, but also cultivate the main position of creative thinking. Therefore, teachers should make full use of the classroom, let the students to question, to stimulate students innovative desire. This requires teachers to put down the teachers dignity shelf, create a liberal, democratic classroom atmosphere, let students dare to express their high perspicacity, without the influence of teachers. You know, language as a strong cultural and thinking of the subject, some problems of understanding and the view is differ from man to man, from time to time, due to the differences in the accumulation of knowledge, the life background, will form a one thousand readers, understanding differences between one thousand Hamlet , it is Wang Ling-side as a peak, near and far different level , which in fact is a kind of thinking. But in the Chinese classroom teaching, some teachers to echo what the books say, teaching understanding tough to instill in students, in the test, using the standard answer set to measure students answer, these practices bound students thinking, in the course of time, source of students creative thinking may dry up. Therefore, we should pay particular attention to divergent thinking of students in the teaching of Chinese, dont simply dismiss the students view. For example, in the teaching of great determination and courage , clearly pointed out that this is a fable of teaching, mainly the foolish old man still water runs deep spirit. Students may think that the foolish old man move is more convenient, modern immigration is not a good example, if students have this kind of understanding is not a bad idea? Moreover, teaching my uncle Jules , the hero of the novel is the Jules Philip couples or, as long as the reason right on it, why the pursuit of consistency? In general, for the different understanding of the students, as long as the basic line of the affair, teachers should be affirmed, in order to protect the self-esteem of students, so that students keep in heart that shining spark innovation, cultivate students creative thinking ability.