有關(guān)現(xiàn)代漢語(yǔ)知識(shí)教學(xué)中思維能力訓(xùn)練淺談中英文對(duì)照.doc

//有關(guān)現(xiàn)代漢語(yǔ)知識(shí)教學(xué)中思維能力訓(xùn)練淺談中英文對(duì)照On the modern Chinese knowledge teaching introduction to contrast in both Chinese and English thinking ability training 學(xué)生的學(xué)習(xí)活動(dòng)受心理多維結(jié)構(gòu)的控制，是智力因素和非智力因素協(xié)同活動(dòng)的結(jié)果，而思維能力是智力的核心。思維能力既然占有如此重要的地位，那么，在現(xiàn)代漢語(yǔ)知識(shí)教學(xué)中應(yīng)怎樣訓(xùn)練學(xué)生的思維能力呢？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、堅(jiān)持理論聯(lián)系實(shí)際的原則，在知識(shí)傳授中加強(qiáng)思維能力的訓(xùn)練A, adhere to the principle of theory with practice, and strengthen the training of the thinking ability in knowledge 思維能力的訓(xùn)練很像游泳訓(xùn)練，只講知識(shí)不講操作是不行的。因此，在現(xiàn)代漢語(yǔ)知識(shí)的教學(xué)中，要傳授知識(shí)與思維能力訓(xùn)練擺在同等地位。例如，在詞匯一章的教學(xué)中學(xué)習(xí)單純?cè)~和合成詞時(shí)，首先讓學(xué)生知道單純?cè)~的構(gòu)成：（一）大部分單音詞都是單純?cè)~。（二）雙聲、疊韻聯(lián)綿詞或非雙聲、疊韻聯(lián)綿詞。（三）疊音詞都是單純?cè)~。（四）擬聲詞。（五）音譯外來(lái)詞。合成詞的構(gòu)成：（一）由兩個(gè)不相同的詞根結(jié)合在一起構(gòu)成的復(fù)合式，包括聯(lián)合型、偏正型、補(bǔ)充型、動(dòng)賓型、主謂型。（二）由相同的詞根語(yǔ)素重疊構(gòu)成的重疊式。（三）附加式：前加式、后加式。其次，讓學(xué)生根據(jù)構(gòu)成方式與課本中的實(shí)例能分辨所給詞是什么樣的單純?cè)~和什么樣的合成詞；同時(shí)還能根據(jù)單純?cè)~和合成詞的構(gòu)成方式及規(guī)律、規(guī)則列舉實(shí)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. 單純?cè)~：葡萄 葫蘆 水 山 吉普。Single morpheme word: grape bottle gourd water mountain jeep. 合成詞：小豬 小羊 綜合性 社會(huì)性 雄偉 方桌 擴(kuò)大 失守 身高。Words: the pig sheep comprehensive social grand square table to expand ground height. 二、引導(dǎo)學(xué)生發(fā)現(xiàn)問(wèn)題，指導(dǎo)學(xué)生解決問(wèn)題，從而訓(xùn)練學(xué)生的思維能力Second, guides the student to discover problems, to guide students to solve the problem, thus training students thinking ability 思維過(guò)程，一般是一個(gè)人發(fā)生了要求，必須應(yīng)對(duì)某一困難時(shí)開始的。例如：在講主謂句和非主謂句時(shí)，首先用多媒體顯示兩組句子（見(jiàn)附例），讓學(xué)生分析，找出各組句子在結(jié)構(gòu)上的共同點(diǎn)，再讓學(xué)生根據(jù)它們的共同點(diǎn)總結(jié)出主謂句和非主謂句的定義，即由主語(yǔ)、謂語(yǔ)兩個(gè)成分構(gòu)成的單句叫主謂句；分不出主語(yǔ)和謂語(yǔ)的單句叫非主謂句。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：主謂句：今天教師節(jié)、 天氣熱得出奇、他性情溫順。Case: the subject-predicate sentence: today is teachers day, the weather is hot, surprisingly, his gentle temperament. 非主謂句：下雨了、真美??！唉?。ㄕ鏆馊耍?。Non subject-predicate sentence: its raining, its so beautiful! Alas! (qi). 其次，讓學(xué)生再分析這兩組句子，找出各組句子在構(gòu)成成分上各有什么不同，充當(dāng)同一句子成分或短語(yǔ)有何不同；通過(guò)分析，可以知道前一組句子的各句子主要區(qū)別在于充當(dāng)謂語(yǔ)的詞和短語(yǔ)不同，雖然都是主謂句，但充當(dāng)謂語(yǔ)的可以是名詞或名詞短語(yǔ)，也可以是動(dòng)詞或動(dòng)詞短語(yǔ)，還可以是形容詞或形容詞短語(yǔ)，還可以是主謂短語(yǔ)，這樣便可給主謂句進(jìn)行分類；通過(guò)分析，還可知道后一組的各句子主要區(qū)別在于構(gòu)成句子的詞或短語(yǔ)不同，同為非主謂句，可以是由名詞或名詞短語(yǔ)，也可以是動(dòng)詞或動(dòng)詞短語(yǔ)，還可以是形容詞或形容詞短語(yǔ)，還可以是由嘆詞直接構(gòu)成，這樣，便可總結(jié)出非主謂句的分類。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，讓學(xué)生對(duì)各種類型的主謂句和非主謂句舉例，然后再用多媒體出示句子，讓學(xué)生分辨其類型。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. 通過(guò)這樣的學(xué)習(xí)，學(xué)生帶著問(wèn)題去思考分析，在老師的指導(dǎo)下，再逐一解決問(wèn)題，培養(yǎng)和訓(xùn)練了學(xué)生的思維能力。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、教學(xué)中善于運(yùn)用比較，訓(xùn)練和發(fā)展學(xué)生的思維能力Third, the teaching is good at using the comparison, training and developing students thinking ability 人們認(rèn)識(shí)事物往往要借助于比較，鑒別異同高下，從中找出事物間的聯(lián)系。離開了比較，這種辨別異同高下的思維過(guò)程就難以進(jìn)行。例如在講修辭中的借喻和借代時(shí)，首先和學(xué)生一道分析實(shí)例，找出兩種辭格的相似點(diǎn)，即都是一事物代替另一事物，事物本體不出現(xiàn)；其次，再分析實(shí)例，找出兩種辭格的不同點(diǎn)，即其一是借代的作用是“換名”，只代不喻，借喻的作用是“比喻”，是喻中有代，其二是構(gòu)成借代的基礎(chǔ)是事物的相關(guān)性，要求借體和本體有著某種關(guān)系，構(gòu)成借喻的基礎(chǔ)是事物的相似性，要求借體和本體有某方面的相似性；最后根據(jù)相似點(diǎn)和不同點(diǎn)，找出區(qū)分兩種辭格的簡(jiǎn)便方法，即看一看借體與本體能不能構(gòu)成明喻或暗喻，可構(gòu)成的是借喻，不可構(gòu)成的是借代，另外再讓學(xué)生舉出一些實(shí)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、運(yùn)用啟發(fā)性教學(xué)原則，教給學(xué)生思維方法，訓(xùn)練學(xué)生的思維能力Four, using the heuristic teaching principle, teaching students thinking methods, training students thinking ability 思維方法指的是分析、綜合、比較、抽象、概括、具體化和系統(tǒng)化的方法。這些方法，貫穿在學(xué)生理解知識(shí)、運(yùn)用知識(shí)的全過(guò)程，是學(xué)生學(xué)習(xí)的最基本的方法。學(xué)會(huì)了思維方法可以大大提高學(xué)習(xí)效率。例如，在學(xué)習(xí)語(yǔ)法一章時(shí)，首先引導(dǎo)學(xué)生分析語(yǔ)法包括哪些內(nèi)容。當(dāng)講到詞類和短語(yǔ)時(shí)，通過(guò)比較而讓學(xué)生掌握詞和短語(yǔ)各自分辨方法。當(dāng)講到單句和復(fù)句，根據(jù)實(shí)例而抽象概括出單句和復(fù)句不同種類的定義。當(dāng)講到句子的分類時(shí)，可通過(guò)列表使知識(shí)系統(tǒng)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. 在知識(shí)傳授過(guò)程中，根據(jù)啟發(fā)性教學(xué)原則，啟發(fā)學(xué)生運(yùn)用已有知識(shí)去掌握新知識(shí)，啟發(fā)學(xué)生在觀察直觀現(xiàn)象時(shí)進(jìn)行獨(dú)立概括，經(jīng)過(guò)努力而牢固、系統(tǒng)地掌握新知識(shí)。這樣，便可提高學(xué)習(xí)效率，增強(qiáng)教學(xué)效果，同時(shí)也可訓(xùn)練和發(fā)展學(xué)生的思維能力。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、在思維能力訓(xùn)練中，充分體現(xiàn)教學(xué)的示范性Five, in thinking ability training, fully embodies the teaching demonstration 在現(xiàn)代漢語(yǔ)知識(shí)教學(xué)中充分體現(xiàn)思維能力訓(xùn)練的同時(shí)，還應(yīng)充分體現(xiàn)教學(xué)的示范性。不但要通過(guò)以上幾個(gè)方面訓(xùn)練學(xué)生的思維能力，而且要教給學(xué)生如何訓(xùn)練。例如：當(dāng)學(xué)習(xí)漢語(yǔ)拼音時(shí)，首先教給學(xué)生規(guī)范的寫法，然后教給學(xué)生正確的讀音，教給學(xué)生在今后的學(xué)習(xí)中應(yīng)根據(jù)自己思維特點(diǎn)，形象思維占主導(dǎo)地位，應(yīng)具體形象，富有情趣地進(jìn)行學(xué)習(xí)。當(dāng)學(xué)習(xí)漢字時(shí)，首先讓學(xué)生掌握漢字的構(gòu)造方法，能對(duì)漢字進(jìn)行分析，在今后的學(xué)習(xí)中能根據(jù)漢字的結(jié)構(gòu)特點(diǎn)掌握漢字的讀音和寫法。同時(shí)還應(yīng)注意培養(yǎng)和發(fā)展學(xué)生的抽象思維能力。這樣就可訓(xùn)練和發(fā)展學(xué)生的思維能力。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