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鼓励质疑，激发创新意识
“学贵有疑”，小疑有小进，大疑有大进。在教学中教师应特别重视思维过程的教学，引导学生自我设疑、析疑、释疑。鼓励学生大胆想象，敢于提出问题、思考问题、解决问题，并巧妙设疑，创设激发思考的情景，点燃学生思维的火花。教师在设疑时，要从学生感兴趣的事物出发，展现教材内部之间的矛盾、新旧知识之间的矛盾，以及学习中已知和未知之间的矛盾，从而创设研究问题的情境，帮助和引导学生发现问题，并适当给以暗示，启发学生思考，激发创新意识。
启发想象，点燃创新火花
例如，教授进行时态时，教师举了许多教室里的例子，这时可以让学生把视野延伸到教室外，如外面树上小鸟在歌唱，家里父母在干什么等等。在英语写作中，想象力显得更重要，同样是一幅图，运用想象力可以把它写得内容充实生动，有血有肉。又如，教单词foot可以联想到单词 wood, book, look, good.教storm可以联想到单词terrible，accident, death, people, sorrowful, cry, tear, laughter, happy, marriage, family.
引导发散，发展创新思维
比如，翻译“我买一件衬衫用了100元。”我就让学生先用汉语归纳有多少种表达法：我的衬衫花了100元；那档主向我要价100元；我出价100元买一件衬衫。同理，我让他们搜集英语表达的不同形式：I spent ￥100 on this shirt. I paid ￥100 for this shirt. I bought this shirt for ￥100. I offered ￥100 for this shirt. This shirt cost me ￥100. The owner charged me ￥100 for this shirt.
優化教法，培养创新能力
在英语教学中，教师要努力保护学生的学习兴趣和创造动机，增强学生的积极主动性和创造性。教授“What would you like for dinner?”时，我是这样处理的：As usual, I taught some new words: meat, mushroom, vegetable, onion, olive, etc. Then I raised a question: As we know, we have to eat some meat in order to keep healthy. So what do you usually have? And what’s your favorite? After the students thought for a moment, I collected their answers as follow: We usually have some pig meat, cow meat, sheep meat and chicken meat... . My favorite is pig meat/ cow meat, etc. 接着我充分讲述meat的用法，它只是可食用的兽肉的总称（禽类和鱼类除外），因此当我们谈到具体食用某一种肉时，一般有专门的表达，如：beef（牛肉），pork（猪肉），mutton（羊肉），chicken（鸡肉），fish（鱼肉）等。So we say: We have to eat some meat every day. For example, I like to eat beef, Lin Tao likes to eat pork and my sister likes to eat chicken etc. 然后是pair work. T: What would you like for dinner? S: I would like some fish and beef. T: You had better not eat too much, or you’ll put on FLESH. If you put on FLESH, you’ll become fat. So if you want to develop MUSCLE, you have to exercise every day. So now can you tell me the differences among meat, flesh and muscle？ After collecting their answers, teacher should give a description.这样，英语学习已经从单纯的语言学习变为了言语学习。
责任编辑 魏文琦
“学贵有疑”，小疑有小进，大疑有大进。在教学中教师应特别重视思维过程的教学，引导学生自我设疑、析疑、释疑。鼓励学生大胆想象，敢于提出问题、思考问题、解决问题，并巧妙设疑，创设激发思考的情景，点燃学生思维的火花。教师在设疑时，要从学生感兴趣的事物出发，展现教材内部之间的矛盾、新旧知识之间的矛盾，以及学习中已知和未知之间的矛盾，从而创设研究问题的情境，帮助和引导学生发现问题，并适当给以暗示，启发学生思考，激发创新意识。
启发想象，点燃创新火花
例如，教授进行时态时，教师举了许多教室里的例子，这时可以让学生把视野延伸到教室外，如外面树上小鸟在歌唱，家里父母在干什么等等。在英语写作中，想象力显得更重要，同样是一幅图，运用想象力可以把它写得内容充实生动，有血有肉。又如，教单词foot可以联想到单词 wood, book, look, good.教storm可以联想到单词terrible，accident, death, people, sorrowful, cry, tear, laughter, happy, marriage, family.
引导发散，发展创新思维
比如，翻译“我买一件衬衫用了100元。”我就让学生先用汉语归纳有多少种表达法：我的衬衫花了100元；那档主向我要价100元；我出价100元买一件衬衫。同理，我让他们搜集英语表达的不同形式：I spent ￥100 on this shirt. I paid ￥100 for this shirt. I bought this shirt for ￥100. I offered ￥100 for this shirt. This shirt cost me ￥100. The owner charged me ￥100 for this shirt.
優化教法，培养创新能力
在英语教学中，教师要努力保护学生的学习兴趣和创造动机，增强学生的积极主动性和创造性。教授“What would you like for dinner?”时，我是这样处理的：As usual, I taught some new words: meat, mushroom, vegetable, onion, olive, etc. Then I raised a question: As we know, we have to eat some meat in order to keep healthy. So what do you usually have? And what’s your favorite? After the students thought for a moment, I collected their answers as follow: We usually have some pig meat, cow meat, sheep meat and chicken meat... . My favorite is pig meat/ cow meat, etc. 接着我充分讲述meat的用法，它只是可食用的兽肉的总称（禽类和鱼类除外），因此当我们谈到具体食用某一种肉时，一般有专门的表达，如：beef（牛肉），pork（猪肉），mutton（羊肉），chicken（鸡肉），fish（鱼肉）等。So we say: We have to eat some meat every day. For example, I like to eat beef, Lin Tao likes to eat pork and my sister likes to eat chicken etc. 然后是pair work. T: What would you like for dinner? S: I would like some fish and beef. T: You had better not eat too much, or you’ll put on FLESH. If you put on FLESH, you’ll become fat. So if you want to develop MUSCLE, you have to exercise every day. So now can you tell me the differences among meat, flesh and muscle？ After collecting their answers, teacher should give a description.这样，英语学习已经从单纯的语言学习变为了言语学习。
责任编辑 魏文琦