一、挖掘学生的内在潜力,开发学生的创造力。有的心理学家把学生分为二类:一类是对外界的影响能产生强烈反应的“反应型”;另一类是消极地被动地接受一切事物的“被动型”。反应型,喜欢提出问题,敢于怀疑传统的认识,富有探索精神。被动型,容易适应生活,而且在其他条件相同的情况下,更能积累正规教育所传授的知识。反应型的人,较少固定观念,思想更开朗、更富可塑性。被动型的人,头脑中充满了公认的观点和固定的看法。当然,并不是每个学生都可以按照这两个极端的类型来划分。但是,接近被动型的同学,显然是不适于从事研究工作的,是不善于创造性的学习和劳动的。教育心理学家提出的办法是,对两种不同类型的人,要取长补短,因材施教;对解决读与思的矛盾,他们主张批判地阅读,力求保持独立思 First, to tap the inherent potential of students and develop students’ creativity. Some psychologists classify students into two categories: one is a “reactive” type that has a strong reaction to external influences; and the other is a “passive type” that accepts everything passively and passively. Responsive, like to ask questions, dare to doubt the traditional understanding, full of exploration spirit. Passive, easy to adapt to life, and under the same conditions in other conditions, more able to accumulate the knowledge imparted by formal education. Responsive people, less fixed ideas, more open thinking, more plasticity. Passive people, the mind is full of accepted points of view and a fixed view. Of course, not every student can be divided by these two extreme types. However, close to passive classmates, apparently not suitable for research work, is not good at creative learning and labor. Educational psychologists put forward the proposal that two different types of people should learn from each other’s strengths and take care of each other’s strengths. To resolve the contradiction between reading and thinking, they advocate read critically and strive to remain independent