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在阅读活动中,应该重视培养学生的分析问题和解决问题的能力。培养方式主要是教师的讲习、学生的研习及两者的结合。不论采用哪一种方式,都不能只教给学生现成的答案,而应该重视训练学生逐步掌握分析、综合、比较、抽象、概括等各种思维方法。 一、分析和综合 分析是把认识对象从整体上分解为部分或者把认识对象整体的个别特性、方面分出来理解的一种思维方法。同分析相反,综合是把认识对象的各部分联合起来,或者把它们的特征、特性两方面结合起来理解的一种思维方法。分析和综合是同一思维过程的两个方面,它们彼此相反而又紧密地联系着。阅读的过程就是在分析——由全篇分出段落层次、句子、词语等,和综合——联字组词造句、联句成段成篇的统一中进行的。比如《翠鸟》一文在四个自然段中,有五句提到“苇秆”: 1.翠鸟喜欢停在水边的苇秆上,一双红色的小爪紧紧地抓住苇秆。
In reading activities, students should pay attention to the analysis of the problem and the ability to solve the problem. The main training methods are teacher's seminars, student's study and the combination of the two. Either way, we can not just teach students the ready-made answers. Instead, we should attach importance to training students to gradually grasp various ways of thinking such as analysis, synthesis, comparison, abstraction and generalization. I. Analysis and Comprehensive Analysis It is a way of thinking that divides the object of understanding from the whole into parts or from the individual characteristics and aspects of the whole of the object of understanding. In contrast to analysis, synthesis is a way of thinking that unites the parts of the object of understanding, or combines their characteristics and traits together. Analysis and synthesis are two aspects of the same thought process that are opposite and closely linked to each other. The process of reading is in the analysis - from the entire chapter level, sentences, words and so on, and the combination of words and phrases, the sentence into the unity of articles into the unity. For example, the article “Kingfisher” in four paragraphs, five mentions “reed stalk”: 1. The kingfisher likes to rest on a reed stalk by the water, and a pair of red grippers grasp the reed stalk tightly.