论文部分内容阅读
【Abstract】The paper discussed how to improve the effectiveness of English vocabulary learning， train students’ creative thinking and stimulate students’ learning interest in middle school （from four modes of creative thinking）.
【Key words】Creative Thinking； English Vocabulary Teaching
I. Developing students’ creative thinking in the teaching of English vocabulary
1.1 Associative thinking method
Associative thinking is a method of thinking， that from outside to the inside， from the near to the distant， and based on the close， similar or relative characteristics. It can be applied to the teaching of English vocabulary. such as， we will give the students about the regular changing method in the verb past tense and past participle， students don’t understand irregular changes. In fact， if a little comparison is not difficult to find that there are many rules of the irregular changing. Such as come - came - come， become -became- become.
1.2 Divergent thinking method
According to the existing information， from different angles in different directions， we seek a way to expand diversity answers from many aspects. Brainstorming is an effective way to develop divergent thinking. It has discussed through many people， can inspire each other， thus cause a chain reaction of creative thinking. This method can also be applied to vocabulary teaching， can let the students to associate synonyms， related to the root. More important thing is to cultivate students’ divergent thinking， developing innovative thinking of good habits. To learn to live and teach students how to think in a flexible way .
1.3 Convergent thinking method
Convergent thinking process is to find the best way to resolve the problem in a lot of information. There are many methods of convergent thinking as following aspects.
1.3.1 Abstraction and generalization
Abstraction refers to the process of understanding things， to draw a general and necessary essential attribute form a scientific concept， grasp the essence and law of things. Generalization refers to recognize the nature of things in the process， to link up the general and essential attributes of all parts of the study， and sort out the general concept of this kind of thing.
To lead students find the inherent laws of the relevant knowledge and summarize， so that students learn to solve the problem thoroughly， memory deeply， can get twice result with half effort. 1.3.2 Induction and deduction
Induction is the conclusion from the special things reasoning method. Deductive method is from the general to the special. The inductive teaching method from the“special to the general”is helpful to the development of logical thinking.
Through the student’s own observation， they find general rules from personal special things， and apply it to practice. If students train them for a long time， they will form a good positive thinking naturally， and their thought will be more active.
1.3.3 Comparison and analogy， analysis and synthesis
Comparison， analogy and analysis are a kind of linkage thinking. It can enlighten people’s wisdom， and put forward the method of uniqueness. Students will find that some words in learning to read， “irregular”， “illegal”. Then the teacher can mention they are “regular” and “legal”. “Ir” and the “il” is the antonym prefix. A few days， they may see such words “irresponsible”， “illogical”， “unnecessary”， “dislike”， they will sum up the new rule， continuous expansion of existing knowledge. They can be in the real writing， reading， listening， dialogue to use these law that they have summed up.
1.4 Converse thinking method
The converse thinking method is compared with the habit of thinking， which is in the opposite direction to the thinking method of the problem. It is often counter intuitive and things， but the effect is reached with surprise. Under normal circumstances， the process of vocabulary learning is like this：Firstly， students learn the words of pronunciation， part of speech， the basic usage of words， and then explain the text. The method is a kind of reverse thinking of the words， which is from statements to words. Such as this method tend to be more conducive to students’ understanding and memory of words.
II. Conclusion
One of the important topics in English teaching reform is how to fully develop the creativity of each student， so that it has the ability to meet the challenges of the future. In the process of English teaching， teachers should try to guide students to explore， to find out for yourself， to sum up their own.
References：
[1]劉兵.重新审视中学英语词汇教学[J].教学月刊（中学版）， 2007（8-9）.
[2]马有璞.初中英语教学中学生创新思维的培养[J].新课程（上），2011.（2）.
[3]张爱杰，张金凤.浅析语境理论在外语教学中的应用[J].黑龙江科技信息，2008（2）.
[4]赵丽，王松美.论新课程理念下的中学英语词汇教学[J].中小学外语教学（中学篇），2006（10）.
【Key words】Creative Thinking； English Vocabulary Teaching
I. Developing students’ creative thinking in the teaching of English vocabulary
1.1 Associative thinking method
Associative thinking is a method of thinking， that from outside to the inside， from the near to the distant， and based on the close， similar or relative characteristics. It can be applied to the teaching of English vocabulary. such as， we will give the students about the regular changing method in the verb past tense and past participle， students don’t understand irregular changes. In fact， if a little comparison is not difficult to find that there are many rules of the irregular changing. Such as come - came - come， become -became- become.
1.2 Divergent thinking method
According to the existing information， from different angles in different directions， we seek a way to expand diversity answers from many aspects. Brainstorming is an effective way to develop divergent thinking. It has discussed through many people， can inspire each other， thus cause a chain reaction of creative thinking. This method can also be applied to vocabulary teaching， can let the students to associate synonyms， related to the root. More important thing is to cultivate students’ divergent thinking， developing innovative thinking of good habits. To learn to live and teach students how to think in a flexible way .
1.3 Convergent thinking method
Convergent thinking process is to find the best way to resolve the problem in a lot of information. There are many methods of convergent thinking as following aspects.
1.3.1 Abstraction and generalization
Abstraction refers to the process of understanding things， to draw a general and necessary essential attribute form a scientific concept， grasp the essence and law of things. Generalization refers to recognize the nature of things in the process， to link up the general and essential attributes of all parts of the study， and sort out the general concept of this kind of thing.
To lead students find the inherent laws of the relevant knowledge and summarize， so that students learn to solve the problem thoroughly， memory deeply， can get twice result with half effort. 1.3.2 Induction and deduction
Induction is the conclusion from the special things reasoning method. Deductive method is from the general to the special. The inductive teaching method from the“special to the general”is helpful to the development of logical thinking.
Through the student’s own observation， they find general rules from personal special things， and apply it to practice. If students train them for a long time， they will form a good positive thinking naturally， and their thought will be more active.
1.3.3 Comparison and analogy， analysis and synthesis
Comparison， analogy and analysis are a kind of linkage thinking. It can enlighten people’s wisdom， and put forward the method of uniqueness. Students will find that some words in learning to read， “irregular”， “illegal”. Then the teacher can mention they are “regular” and “legal”. “Ir” and the “il” is the antonym prefix. A few days， they may see such words “irresponsible”， “illogical”， “unnecessary”， “dislike”， they will sum up the new rule， continuous expansion of existing knowledge. They can be in the real writing， reading， listening， dialogue to use these law that they have summed up.
1.4 Converse thinking method
The converse thinking method is compared with the habit of thinking， which is in the opposite direction to the thinking method of the problem. It is often counter intuitive and things， but the effect is reached with surprise. Under normal circumstances， the process of vocabulary learning is like this：Firstly， students learn the words of pronunciation， part of speech， the basic usage of words， and then explain the text. The method is a kind of reverse thinking of the words， which is from statements to words. Such as this method tend to be more conducive to students’ understanding and memory of words.
II. Conclusion
One of the important topics in English teaching reform is how to fully develop the creativity of each student， so that it has the ability to meet the challenges of the future. In the process of English teaching， teachers should try to guide students to explore， to find out for yourself， to sum up their own.
References：
[1]劉兵.重新审视中学英语词汇教学[J].教学月刊（中学版）， 2007（8-9）.
[2]马有璞.初中英语教学中学生创新思维的培养[J].新课程（上），2011.（2）.
[3]张爱杰，张金凤.浅析语境理论在外语教学中的应用[J].黑龙江科技信息，2008（2）.
[4]赵丽，王松美.论新课程理念下的中学英语词汇教学[J].中小学外语教学（中学篇），2006（10）.