//有關現代漢語知識教學中思維能力訓練淺談中英文對照On the modern Chinese knowledge teaching introduction to contrast in both Chinese and English thinking ability training 學生的學習活動受心理多維結構的控制，是智力因素和非智力因素協同活動的結果，而思維能力是智力的核心。思維能力既然占有如此重要的地位，那么，在現代漢語知識教學中應怎樣訓練學生的思維能力呢？Students learning activities under the control of the psychological structure of multidimensional, is the result of the intelligence factor and non-intelligence factor collaborative activities, and thinking ability is the core of intelligence. Thinking now that occupy such an important position, so in modern Chinese language knowledge teaching should be how to train students ability in thinking? 一、堅持理論聯系實際的原則，在知識傳授中加強思維能力的訓練A, adhere to the principle of theory with practice, and strengthen the training of the thinking ability in knowledge 思維能力的訓練很像游泳訓練，只講知識不講操作是不行的。因此，在現代漢語知識的教學中，要傳授知識與思維能力訓練擺在同等地位。例如，在詞匯一章的教學中學習單純詞和合成詞時，首先讓學生知道單純詞的構成：（一）大部分單音詞都是單純詞。（二）雙聲、疊韻聯綿詞或非雙聲、疊韻聯綿詞。（三）疊音詞都是單純詞。（四）擬聲詞。（五）音譯外來詞。合成詞的構成：（一）由兩個不相同的詞根結合在一起構成的復合式，包括聯合型、偏正型、補充型、動賓型、主謂型。（二）由相同的詞根語素重疊構成的重疊式。（三）附加式：前加式、后加式。其次，讓學生根據構成方式與課本中的實例能分辨所給詞是什么樣的單純詞和什么樣的合成詞；同時還能根據單純詞和合成詞的構成方式及規律、規則列舉實例。Thinking ability training is like swimming training, speak knowledge not only about the operation. Therefore, in the knowledge of modern Chinese teaching, to impart knowledge and thinking ability training in the same position. For example, in the chapter of teaching vocabulary learning single morpheme word and words, first let the students know single morpheme word form: (a) most cheng are single morpheme word. (2) double sound, fu uninterrupted poems or double, fu uninterrupted ci poems. (3) often words are all single morpheme word. (4) onomatopoeia words. (5) transliteration loanwords. Composition of compound words: (a) by two different root together constitute a composite, including joint (s type, supplementary verb-object type, subject-predicate type. (2) made of the same root morpheme overlapping superimposed. (3) additional type: type, are put before. Second, let the students according to the way and the books are composed of the given instance can tell what kind of single morpheme word word is and what kind of words; At the same time also can according to the single morpheme word and the structure mode and the rule of words, rules enumerated instances. 單純詞：葡萄 葫蘆 水 山 吉普。Single morpheme word: grape bottle gourd water mountain jeep. 合成詞：小豬 小羊 綜合性 社會性 雄偉 方桌 擴大 失守 身高。Words: the pig sheep comprehensive social grand square table to expand ground height. 二、引導學生發現問題，指導學生解決問題，從而訓練學生的思維能力Second, guides the student to discover problems, to guide students to solve the problem, thus training students thinking ability 思維過程，一般是一個人發生了要求，必須應對某一困難時開始的。例如：在講主謂句和非主謂句時，首先用多媒體顯示兩組句子（見附例），讓學生分析，找出各組句子在結構上的共同點，再讓學生根據它們的共同點總結出主謂句和非主謂句的定義，即由主語、謂語兩個成分構成的單句叫主謂句；分不出主語和謂語的單句叫非主謂句。Thought processes, is usually a person in the request, must deal with a difficult start. For example: talking about the subject-predicate sentence and non subject-predicate sentence, first with the multimedia shows two set of sentences (see attached), let the students analyze and figure out each sentence in common in the structure, then let the students according to their common ground is summarized the subject-predicate sentence and the definition of the non subject-predicate sentence, that is composed of two components subject, predicate sentences called subject-predicate sentence; Points out of subject and predicate sentences called non subject-predicate sentence. 附例：主謂句：今天教師節、 天氣熱得出奇、他性情溫順。Case: the subject-predicate sentence: today is teachers day, the weather is hot, surprisingly, his gentle temperament. 非主謂句：下雨了、真美啊！唉?。ㄕ鏆馊耍on subject-predicate sentence: its raining, its so beautiful! Alas! (qi). 其次，讓學生再分析這兩組句子，找出各組句子在構成成分上各有什么不同，充當同一句子成分或短語有何不同；通過分析，可以知道前一組句子的各句子主要區別在于充當謂語的詞和短語不同，雖然都是主謂句，但充當謂語的可以是名詞或名詞短語，也可以是動詞或動詞短語，還可以是形容詞或形容詞短語，還可以是主謂短語，這樣便可給主謂句進行分類；通過分析，還可知道后一組的各句子主要區別在于構成句子的詞或短語不同，同為非主謂句，可以是由名詞或名詞短語，也可以是動詞或動詞短語，還可以是形容詞或形容詞短語，還可以是由嘆詞直接構成，這樣，便可總結出非主謂句的分類。Second, let the student to analyze these two sets of sentences, find out what each sentence on the composition of each have different, the difference as the same parts of the sentence or phrase; Through analysis, we can know the main difference before a group of sentences, each sentence is to act as the predicate of words and phrases, although is the subject-predicate sentence, but can act as predicate is a noun or noun phrase, can also be a verb or a verb phrase, could also be an adjective or adjective phrase, also can be a subject-predicate phrase, it can give a subject-predicate sentence classification; Through the analysis, but also know that after a group of the main difference is that the sentence of word of a sentence or phrase, as non subject-predicate sentence, can be by nouns or noun phrases, can also be a verb or a verb phrase, could also be an adjective or adjective phrase, also can be directly by the interjection constitutes, in this way, it can be concluded that the classification of the non subject-predicate sentence. 最后，讓學生對各種類型的主謂句和非主謂句舉例，然后再用多媒體出示句子，讓學生分辨其類型。Finally, let students to the various types of subject-predicate sentence and non subject-predicate sentence, for example, and then show the sentence with multimedia, let students distinguish between the types. 通過這樣的學習，學生帶著問題去思考分析，在老師的指導下，再逐一解決問題，培養和訓練了學生的思維能力。Through this study, students with questions to think about analysis, under the guidance of the teacher, then one by one to solve the problem, foster and train the students thinking ability. 三、教學中善于運用比較，訓練和發展學生的思維能力Third, the teaching is good at using the comparison, training and developing students thinking ability 人們認識事物往往要借助于比較，鑒別異同高下，從中找出事物間的聯系。離開了比較，這種辨別異同高下的思維過程就難以進行。例如在講修辭中的借喻和借代時，首先和學生一道分析實例，找出兩種辭格的相似點，即都是一事物代替另一事物，事物本體不出現；其次，再分析實例，找出兩種辭格的不同點，即其一是借代的作用是“換名”，只代不喻，借喻的作用是“比喻”，是喻中有代，其二是構成借代的基礎是事物的相關性，要求借體和本體有著某種關系，構成借喻的基礎是事物的相似性，要求借體和本體有某方面的相似性；最后根據相似點和不同點，找出區分兩種辭格的簡便方法，即看一看借體與本體能不能構成明喻或暗喻，可構成的是借喻，不可構成的是借代，另外再讓學生舉出一些實例。People know things tend to be by means of comparison, identify similarities and differences, to find out the relation between things from it. Left to compare, discern the similarities and differences of the thinking process is difficult. Such as talking about rhetoric and metaphors appear in metonymy, first instance analysis, along with students, find out the similarities, the two kinds of speech is one thing instead of another thing, thing ontology does not occur; Second, analysis example again, find out two kinds of speech differences, namely, one is the role of metonymy is a name, only yu and role is figural metaphor, is the generation of yu, the second is a metonymy is the basis of the correlation of things, ask for body and ontology has a certain relationship, constitute the figural is based on the similarity of things, demanded by certain aspects of the body and ontology have similarities; According to the similarities and differences, and find out a simple method to distinguish between two kinds of speech, or take a look at the borrow body and physical fitness cannot constitute a simile or metaphor, can constitute metaphors appear, is composed of metonymy, in addition to let the students give some examples. 四、運用啟發性教學原則，教給學生思維方法，訓練學生的思維能力Four, using the heuristic teaching principle, teaching students thinking methods, training students thinking ability 思維方法指的是分析、綜合、比較、抽象、概括、具體化和系統化的方法。這些方法，貫穿在學生理解知識、運用知識的全過程，是學生學習的最基本的方法。學會了思維方法可以大大提高學習效率。例如，在學習語法一章時，首先引導學生分析語法包括哪些內容。當講到詞類和短語時，通過比較而讓學生掌握詞和短語各自分辨方法。當講到單句和復句，根據實例而抽象概括出單句和復句不同種類的定義。當講到句子的分類時，可通過列表使知識系統化。Thinking method refers to the analysis, synthesis, comparison, abstract, generalization and concretization and systematic approach. These methods, through in the whole process of students understanding knowledge, using knowledge, is the student to study the most basic method. Learned to thinking methods can greatly improve the learning efficiency. When learning grammar chapter, for example, guides the student to analyze grammar including what content in the first place. When talking about parts of speech and phrases, through the comparison and let the students master the words and phrases each discrimination method. When talked about sentences and sentence, according to the instance and abstract Outlines results sentences and different kinds of definition. When talked about the classification of sentences, can through the list to make systematic knowledge. 在知識傳授過程中，根據啟發性教學原則，啟發學生運用已有知識去掌握新知識，啟發學生在觀察直觀現象時進行獨立概括，經過努力而牢固、系統地掌握新知識。這樣，便可提高學習效率，增強教學效果，同時也可訓練和發展學生的思維能力。In the process of knowledge, according to the heuristic teaching principle, inspire the student to use existing knowledge to master new knowledge, inspire the student independently when observed phenomenon of intuitive summary, through effort and strong, master new knowledge systematically. Such, can improve the learning efficiency, enhance the teaching effect, but also can train and develop students thinking ability. 五、在思維能力訓練中，充分體現教學的示范性Five, in thinking ability training, fully embodies the teaching demonstration 在現代漢語知識教學中充分體現思維能力訓練的同時，還應充分體現教學的示范性。不但要通過以上幾個方面訓練學生的思維能力，而且要教給學生如何訓練。例如：當學習漢語拼音時，首先教給學生規范的寫法，然后教給學生正確的讀音，教給學生在今后的學習中應根據自己思維特點，形象思維占主導地位，應具體形象，富有情趣地進行學習。當學習漢字時，首先讓學生掌握漢字的構造方法，能對漢字進行分析，在今后的學習中能根據漢字的結構特點掌握漢字的讀音和寫法。同時還應注意培養和發展學生的抽象思維能力。這樣就可訓練和發展學生的思維能力。In modern Chinese language knowledge teaching fully embodies the thinking ability training at the same time, should also fully embodies the teaching demonstration. Not only should through the above several aspects of training the students thinking ability, and to teach students how to training. For example: when learning Chinese pinyin, the first to teach students the specification method and then teach students the corr