语文教学离不开思维。心理学告诉我们:思维是在表象、概念的基础上进行分析、综合、判断、推理等认识活动的过程。没有积极思维的教学是气氛沉闷效益低下的教学。教学中,学生究竟如何思维,如何通过思维获取知识,并将知识转化为能力?这是心理学最重要的研究领域之一。也是教学法极为关注并试图解开的“黑匣子”。本文就课堂教学中如何开展积极的思维活动,培养思维品质和思维能力谈几点粗浅的看法。 一、变思维迟缓为敏捷 教学过程中,若细加观察,不难发现,有的学生思维如一潭死水,不能迅速地集聚、撞击、发散。教学过程实质是感知、理解、运用、巩固的过程。思维迟缓的学生进入教材慢,跟不上教师的讲课思路。一篇课文尤其是新颖独到或主旨内隐的课文,既不 Language teaching cannot be separated from thinking. Psychology tells us that thinking is the process of understanding, integrating, judging, reasoning, and other cognitive activities on the basis of appearance and concept. Teaching without positive thinking is a boring and ineffective teaching. In teaching, how do students think, how to acquire knowledge through thinking, and turn knowledge into ability? This is one of the most important areas of research in psychology. It is also the “black box” that the teaching method is extremely concerned and tries to solve. This article discusses how to carry out positive thinking activities in classroom teaching and cultivate thinking quality and thinking ability. First, change the thinking to be slow for the agility In the teaching process, if you carefully observe, it is not difficult to find that some students think like a pool of stagnant water, can not quickly gather, hit, diverge. The essence of the teaching process is the process of perception, understanding, application, and consolidation. Slow-thinking students are slow to get into teaching materials and cannot keep up with teachers’ ideas. A text is especially novel or original or implicative. It is neither