Of students in language teaching creative thinking-毕业论文翻译.docVIP

Of students in language teaching creative thinking Chinese President Jiang Zemin pointed out: “Innovation is the soul of a nation’s progress, is an inexhaustible motive force for national prosperity.” In facing the challenges of the new technological revolution, in the fierce international competition, countries regard the development of national creativity as a strategic task . Creativity is the core of creative thinking and creative thinking, divergent thinking and convergent thinking is the organic integration. Therefore, to develop students creative thinking, you have to cultivate students divergent thinking and convergent thinking. What is divergent thinking? That is, “from 1:00 to go in all directions would like to open thinking” (Yu Kuo-through “creative thinking and methods”), which is characterized by “thinking is not habit caught, but can be extended along many different directions” (Bing-Hua “ Language Teaching System Theory Framework “). Students of divergent thinking is to teach the students from different directions to expand thinking, to multi-angle reflection, in order to achieve a variety of ideas, views or answers. In language teaching students how to do divergent thinking? First, teaching students to first understand the divergent point in itself. Divergent point implied in the content is the basis for divergent thinking. To conduct divergent thinking, you have to grasp the real point of divergence to understand divergent points itself, so that divergent thinking it will not be without a source of water, without trees. For example, to make students from different angles to Comment on “loss of Jie Ting Fort”, or from the perspective of critical commentary Zhuge Liang, Ma Su or from the perspective of critical commentary, or through a more integrated to assess. No matter the angle from which to assess, understand “the loss of Jie Ting Fort” are its preconditions. Just think, if students do not read, or simply do not understand “the