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钱钟书先生的《读〈伊索寓言〉》实在是一篇奇文,读此文,可以引发我们对社会生活作更细致地观察和更深入地思考,而要在学生身上收到同样的效果,应该进行思维训练。于是,第一节里,笔者结合钱先生修改之伊索寓言列举了一些具体事例让学生去分析,去印证,去对号入座。同时,要求学生能够触类旁通,给那些笔者没有举出事例的钱先生寓言举出事例加以印证。这其实是在进行正向思维训练。第二节,笔者训练反向思维,并启发学生要能够从看似相同的表象后发现截然不同的本质,增强我们的辨别力,培养我们多向思维的能力,拓展我们思维的广度和深度。
Mr. Qian Zhongshu’s “Reading the Aesop’s Fables” is indeed an exhilaration. Reading this article can trigger us to make more detailed observations and deeper thoughts on social life, and to receive the same in the students. The effect should be thought training. Thus, in the first section, the author combined with Mr. Qian’s modified Aesop’s fables to enumerate some concrete examples for students to analyze, verify and go to the seat. At the same time, the students are required to be able to follow suit by analogy, and the evidence of Mr. Qian’s fables that the author did not cite an example provides evidence. This is actually a positive thinking training. In the second quarter, the author trained backward thinking and inspired students to be able to discover distinct essences from seemingly identical appearances, enhance our discernment, develop our ability to think multi-directionally, and expand the breadth and depth of our thinking.