Divergent Thinking in Language Teaching-毕业论文翻译.docVIP

Divergent Thinking in Language Teaching Divergent Thinking in Language Teaching “The wind get forest leaves, with no state; month when the flow of waves, there are changing shadow.” Of objective things, the characteristics of multi-dimensional nature of our thinking must also be made to disperse, the corresponding. On language teaching, whether it is the guiding ideology of teaching, teaching methods, or information transmission, as well as Ge Ge teaching links, you should attach importance to the openness of divergent thinking, and guide students to a broader horizons to explore, to extract new knowledge fruit, access to the creation of capacity. Here’s divergent thinking in language teaching talk a bit shallow experience. A breakthrough modeling.People affected by prior knowledge, experience, influence, engaged in work, solve problems, often by the inherent tendencies and psychologically prepared to act, resulting in a pattern. Teachers to engage in certain disciplines over many years of teaching, but also easy to make models of teaching and learning activities. A text in hand, your model may be the first reading, and then release the word, and then sub-analysis, and then summarized; my model may be the first Teese exam, let the students find answers prep, and then guide the students to arrive at a correct conclusion, then summary; his model may be to let students in rehearsal, and then set up step by step analysis of the suspect say, and then leads to several conclusions, and so many. Christianity is different from the respective models are not the same; but all according to their own path to follow old habits are the same. From the language of teaching as a whole view, a confluence of a variety of models, might well be colorful, awe-inspiring; from different colors to see the model itself, in which there is no lack of thinking in line with the rational laws of cores. Undeniably, the mode of teaching with the positive effects of fixed pattern of thin