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在语文教学中读写能力的培养必须与思维能力的训练结合起来,这是早有定论的。根据儿童认识活动的特点和规律,小学生正处于由具体形象思维向抽象逻辑思维过渡的阶段。但是这仅仅就儿童认识的一般过程而言,我们不能据此认为形象思维全是低级的思维活动,逻辑思维才是高级的思维活动,而让后者掩盖了形象思维的地位和作用。这种片面认识,在今天语文教学中的表现是明显的。尽管极大部分语文课文都具有文学的形象性,但在教学过程中却往往存在着概念化、抽象化的倾向。
It is very early to conclude that the cultivation of literacy skills in Chinese teaching must be combined with the training of thinking skills. According to the characteristics and laws of children's cognitive activities, pupils are in the stage of transition from concrete image to abstract logical thinking. But only for the general process of children's understanding, we can not therefore think that the image of thinking is all low-level thinking activities, logical thinking is a high-level thinking activity, leaving the latter to cover up the status and role of the image of thinking. This one-sided understanding of the language teaching in today's performance is obvious. Although most Chinese texts are literary, they tend to conceptualize and abstract in the teaching process.