有关现代汉语知识教学中思维能力训练浅谈中英文对照.doc

//有关现代汉语知识教学中思维能力训练浅谈中英文对照On the modern Chinese knowledge teaching introduction to contrast in both Chinese and English thinking ability training 学生的学习活动受心理多维结构的控制，是智力因素和非智力因素协同活动的结果，而思维能力是智力的核心。思维能力既然占有如此重要的地位，那么，在现代汉语知识教学中应怎样训练学生的思维能力呢？Students learning activities under the control of the psychological structure of multidimensional, is the result of the intelligence factor and non-intelligence factor collaborative activities, and thinking ability is the core of intelligence. Thinking now that occupy such an important position, so in modern Chinese language knowledge teaching should be how to train students ability in thinking? 一、坚持理论联系实际的原则，在知识传授中加强思维能力的训练A, adhere to the principle of theory with practice, and strengthen the training of the thinking ability in knowledge 思维能力的训练很像游泳训练，只讲知识不讲操作是不行的。因此，在现代汉语知识的教学中，要传授知识与思维能力训练摆在同等地位。例如，在词汇一章的教学中学习单纯词和合成词时，首先让学生知道单纯词的构成：（一）大部分单音词都是单纯词。（二）双声、叠韵联绵词或非双声、叠韵联绵词。（三）叠音词都是单纯词。（四）拟声词。（五）音译外来词。合成词的构成：（一）由两个不相同的词根结合在一起构成的复合式，包括联合型、偏正型、补充型、动宾型、主谓型。（二）由相同的词根语素重叠构成的重叠式。（三）附加式：前加式、后加式。其次，让学生根据构成方式与课本中的实例能分辨所给词是什么样的单纯词和什么样的合成词；同时还能根据单纯词和合成词的构成方式及规律、规则列举实例。Thinking ability training is like swimming training, speak knowledge not only about the operation. Therefore, in the knowledge of modern Chinese teaching, to impart knowledge and thinking ability training in the same position. For example, in the chapter of teaching vocabulary learning single morpheme word and words, first let the students know single morpheme word form: (a) most cheng are single morpheme word. (2) double sound, fu uninterrupted poems or double, fu uninterrupted ci poems. (3) often words are all single morpheme word. (4) onomatopoeia words. (5) transliteration loanwords. Composition of compound words: (a) by two different root together constitute a composite, including joint (s type, supplementary verb-object type, subject-predicate type. (2) made of the same root morpheme overlapping superimposed. (3) additional type: type, are put before. Second, let the students according to the way and the books are composed of the given instance can tell what kind of single morpheme word word is and what kind of words; At the same time also can according to the single morpheme word and the structure mode and the rule of words, rules enumerated instances. 单纯词：葡萄 葫芦 水 山 吉普。Single morpheme word: grape bottle gourd water mountain jeep. 合成词：小猪 小羊 综合性 社会性 雄伟 方桌 扩大 失守 身高。Words: the pig sheep comprehensive social grand square table to expand ground height. 二、引导学生发现问题，指导学生解决问题，从而训练学生的思维能力Second, guides the student to discover problems, to guide students to solve the problem, thus training students thinking ability 思维过程，一般是一个人发生了要求，必须应对某一困难时开始的。例如：在讲主谓句和非主谓句时，首先用多媒体显示两组句子（见附例），让学生分析，找出各组句子在结构上的共同点，再让学生根据它们的共同点总结出主谓句和非主谓句的定义，即由主语、谓语两个成分构成的单句叫主谓句；分不出主语和谓语的单句叫非主谓句。Thought processes, is usually a person in the request, must deal with a difficult start. For example: talking about the subject-predicate sentence and non subject-predicate sentence, first with the multimedia shows two set of sentences (see attached), let the students analyze and figure out each sentence in common in the structure, then let the students according to their common ground is summarized the subject-predicate sentence and the definition of the non subject-predicate sentence, that is composed of two components subject, predicate sentences called subject-predicate sentence; Points out of subject and predicate sentences called non subject-predicate sentence. 附例：主谓句：今天教师节、 天气热得出奇、他性情温顺。Case: the subject-predicate sentence: today is teachers day, the weather is hot, surprisingly, his gentle temperament. 非主谓句：下雨了、真美啊！唉！（真气人）。Non subject-predicate sentence: its raining, its so beautiful! Alas! (qi). 其次，让学生再分析这两组句子，找出各组句子在构成成分上各有什么不同，充当同一句子成分或短语有何不同；通过分析，可以知道前一组句子的各句子主要区别在于充当谓语的词和短语不同，虽然都是主谓句，但充当谓语的可以是名词或名词短语，也可以是动词或动词短语，还可以是形容词或形容词短语，还可以是主谓短语，这样便可给主谓句进行分类；通过分析，还可知道后一组的各句子主要区别在于构成句子的词或短语不同，同为非主谓句，可以是由名词或名词短语，也可以是动词或动词短语，还可以是形容词或形容词短语，还可以是由叹词直接构成，这样，便可总结出非主谓句的分类。Second, let the student to analyze these two sets of sentences, find out what each sentence on the composition of each have different, the difference as the same parts of the sentence or phrase; Through analysis, we can know the main difference before a group of sentences, each sentence is to act as the predicate of words and phrases, although is the subject-predicate sentence, but can act as predicate is a noun or noun phrase, can also be a verb or a verb phrase, could also be an adjective or adjective phrase, also can be a subject-predicate phrase, it can give a subject-predicate sentence classification; Through the analysis, but also know that after a group of the main difference is that the sentence of word of a sentence or phrase, as non subject-predicate sentence, can be by nouns or noun phrases, can also be a verb or a verb phrase, could also be an adjective or adjective phrase, also can be directly by the interjection constitutes, in this way, it can be concluded that the classification of the non subject-predicate sentence. 最后，让学生对各种类型的主谓句和非主谓句举例，然后再用多媒体出示句子，让学生分辨其类型。Finally, let students to the various types of subject-predicate sentence and non subject-predicate sentence, for example, and then show the sentence with multimedia, let students distinguish between the types. 通过这样的学习，学生带着问题去思考分析，在老师的指导下，再逐一解决问题，培养和训练了学生的思维能力。Through this study, students with questions to think about analysis, under the guidance of the teacher, then one by one to solve the problem, foster and train the students thinking ability. 三、教学中善于运用比较，训练和发展学生的思维能力Third, the teaching is good at using the comparison, training and developing students thinking ability 人们认识事物往往要借助于比较，鉴别异同高下，从中找出事物间的联系。离开了比较，这种辨别异同高下的思维过程就难以进行。例如在讲修辞中的借喻和借代时，首先和学生一道分析实例，找出两种辞格的相似点，即都是一事物代替另一事物，事物本体不出现；其次，再分析实例，找出两种辞格的不同点，即其一是借代的作用是“换名”，只代不喻，借喻的作用是“比喻”，是喻中有代，其二是构成借代的基础是事物的相关性，要求借体和本体有着某种关系，构成借喻的基础是事物的相似性，要求借体和本体有某方面的相似性；最后根据相似点和不同点，找出区分两种辞格的简便方法，即看一看借体与本体能不能构成明喻或暗喻，可构成的是借喻，不可构成的是借代，另外再让学生举出一些实例。People know things tend to be by means of comparison, identify similarities and differences, to find out the relation between things from it. Left to compare, discern the similarities and differences of the thinking process is difficult. Such as talking about rhetoric and metaphors appear in metonymy, first instance analysis, along with students, find out the similarities, the two kinds of speech is one thing instead of another thing, thing ontology does not occur; Second, analysis example again, find out two kinds of speech differences, namely, one is the role of metonymy is a name, only yu and role is figural metaphor, is the generation of yu, the second is a metonymy is the basis of the correlation of things, ask for body and ontology has a certain relationship, constitute the figural is based on the similarity of things, demanded by certain aspects of the body and ontology have similarities; According to the similarities and differences, and find out a simple method to distinguish between two kinds of speech, or take a look at the borrow body and physical fitness cannot constitute a simile or metaphor, can constitute metaphors appear, is composed of metonymy, in addition to let the students give some examples. 四、运用启发性教学原则，教给学生思维方法，训练学生的思维能力Four, using the heuristic teaching principle, teaching students thinking methods, training students thinking ability 思维方法指的是分析、综合、比较、抽象、概括、具体化和系统化的方法。这些方法，贯穿在学生理解知识、运用知识的全过程，是学生学习的最基本的方法。学会了思维方法可以大大提高学习效率。例如，在学习语法一章时，首先引导学生分析语法包括哪些内容。当讲到词类和短语时，通过比较而让学生掌握词和短语各自分辨方法。当讲到单句和复句，根据实例而抽象概括出单句和复句不同种类的定义。当讲到句子的分类时，可通过列表使知识系统化。Thinking method refers to the analysis, synthesis, comparison, abstract, generalization and concretization and systematic approach. These methods, through in the whole process of students understanding knowledge, using knowledge, is the student to study the most basic method. Learned to thinking methods can greatly improve the learning efficiency. When learning grammar chapter, for example, guides the student to analyze grammar including what content in the first place. When talking about parts of speech and phrases, through the comparison and let the students master the words and phrases each discrimination method. When talked about sentences and sentence, according to the instance and abstract Outlines results sentences and different kinds of definition. When talked about the classification of sentences, can through the list to make systematic knowledge. 在知识传授过程中，根据启发性教学原则，启发学生运用已有知识去掌握新知识，启发学生在观察直观现象时进行独立概括，经过努力而牢固、系统地掌握新知识。这样，便可提高学习效率，增强教学效果，同时也可训练和发展学生的思维能力。In the process of knowledge, according to the heuristic teaching principle, inspire the student to use existing knowledge to master new knowledge, inspire the student independently when observed phenomenon of intuitive summary, through effort and strong, master new knowledge systematically. Such, can improve the learning efficiency, enhance the teaching effect, but also can train and develop students thinking ability. 五、在思维能力训练中，充分体现教学的示范性Five, in thinking ability training, fully embodies the teaching demonstration 在现代汉语知识教学中充分体现思维能力训练的同时，还应充分体现教学的示范性。不但要通过以上几个方面训练学生的思维能力，而且要教给学生如何训练。例如：当学习汉语拼音时，首先教给学生规范的写法，然后教给学生正确的读音，教给学生在今后的学习中应根据自己思维特点，形象思维占主导地位，应具体形象，富有情趣地进行学习。当学习汉字时，首先让学生掌握汉字的构造方法，能对汉字进行分析，在今后的学习中能根据汉字的结构特点掌握汉字的读音和写法。同时还应注意培养和发展学生的抽象思维能力。这样就可训练和发展学生的思维能力。In modern Chinese language knowledge teaching fully embodies the thinking ability training at the same time, should also fully embodies the teaching demonstration. Not only should through the above several aspects of training the students thinking ability, and to teach students how to training. For example: when learning Chinese pinyin, the first to teach students the specification method and then teach students the corr