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英语教学似乎离创新思维品质的培养相去甚远,但若稍作思考,也许,我们会发现:语言,这一思维的外壳,已将二者联系了起来。案例一:头脑风暴拓思路这是一堂英语议论文写作课。我给了学生一个作文题目,多数学生还在抓耳挠腮,双眉紧缩。5分钟后,有着一道道横线的文稿纸上依旧白茫茫一片。学生的主要问题是,难以用英语表述出想说的话。此时,我说,“那我就再给大家一张白纸。”然后,学生在我的第一个指令下,在白纸的中央画了一个圈,在圈中写上了文章题目。而后,我给了学生第二个指令:“现在,我给大家三分钟的时间。请在圈外画若干射线,并在每一条射线旁写下任何你能想到的与文章主题有关的单词、词组或句子。让我们看一看,谁写得最多!”瞬间,同学们就像上足了发条的齿轮,奋笔疾书起来。三分钟对于完成一篇作文来说何其之短,但对于激发思维又何等重要。学生多则数十条,少
English teaching seems far from the cultivation of innovative thinking qualities, but if we think a little later, perhaps we will find that language, the shell of this thinking, has already linked the two. Case 1: Brainstorming Rio Tinto This is an English essay writing class. I gave the student an essay topic, most of the students are still scratching their ears, eyebrows tightening. 5 minutes later, there is a line of paper on the paper is still a vast expanse of white. The main problem for students is that it is difficult to express what they want to say in English. At this point, I said, “Then I’ll give you a piece of white paper again.” Then, at my first instruction, the student drew a circle in the center of the white paper and wrote an article in the circle topic. Then I gave the student a second instruction: “Now, I’ll give you three minutes, draw a few rays outside the circle, and next to each ray write anything you can think of about the subject of the article , Phrases or sentences.Let’s take a look and write the most! ”In an instant, the classmates are like a gear with enough clockwork. How short a three-minute lesson is to complete an essay, but how important it is to inspire thinking. Students dozens of more, less