“假设思维”是人们根据假设的条件,凭借经验,对未知现象作出推断的一种思维方式。语文阅读教学中的“反向假设思维”是指教学时对学生不易把握的教材内容作一相反的假设,通过对这一假设内容的分析,达到理解原文的目的。 采用这种思维方式进行教学,不但能够加深学生对新知识的理解,而且能够引导学生对旧知识的运用。既增强了教学的趣味性,又增强了授课的启发性。下面试举例说明。 譬如鲁迅的《藤野先生》一文中有这样一句外貌描写: “Assumed thinking” is a way of thinking that people make inferences about unknown phenomena based on the conditions of assumptions and experience. The “backward hypothesis thinking” in Chinese reading teaching refers to the contrary assumption that the teaching is not easy for students to grasp, and through the analysis of this hypothetical content, the purpose of understanding the original text can be achieved. Teaching in this way of thinking can not only deepen students’ understanding of new knowledge, but also guide students in the use of old knowledge. It not only enhances the interest of teaching, but also enhances the inspiration of teaching. Below try to illustrate. For example, Lu Xun’s article “Mr. Fujino” has a description of appearance: