时间:2022-10-27 02:47:51
素质教育的核心在于培养学生的创造性思维能力,而发散思维是创造性思维的核心组成部分。因此,英语教学培养学生的发散思维能力就显得十分重要。通过培养发散思维能力,使学生学会辩证地、全面地、发展地分析问题,从而摆脱僵化的思维定式的束缚,进入辩证思维的理想王国。
发散思维,与集中思维相对,又称求异思维。它是指人们解决问题的思路朝各种可能的方向扩散,使思考者不局限于一个途径、一种方法,而是从各种可能的设想出发,求得多种合乎条件的答案的思维活动。发散思维具有多维的特征。它能从一种问题情境中取得一个或多个合理的设想或猜想,借用几何学语言来描述。发散思维具有流畅性、变通性和独特性的品质特征。流畅性指思维速度快,变通性指思维技能巧,独特性指思维角度新。演绎推理是一种典型的发散思维。
一、发散思维的类型
1.横向发散
同类归纳,一句多译,即属于这一类。
如翻译:“这所学校值得参观。”可译为:“The school is worth a visit.”“The school is worth visiting.”“The school is worthy of being visited.”“The school is worthy of a visit.”
2.纵向发散
如“故事接龙”。教师提供第一句,要求学生每人说一句话,编一个完整的故事。
Teacher:Once upon a time,there lived a king who hadthree daughters.
A:One day the three daughters went hunting in a forest.
B:On the way,they met a wolf.
C:……
3.逆向发散
逆向发散就是从对立的、颠倒的、相反的角度去考虑问题。
如教完《The Necklace》后,可以问学生:“What would have happened if the nacklace hadn't been gone?”
二、英语教学培养学生发散思维能力的途径
1.变换语境
通过适当变换语境,可以达到培养学生发散思维能力的目的。
例如完形填空题:
(1)Japan is an island country and its___go all over Japan.
(2)Japan is an island country and its___go all over the Pacific looking for fish to catch.
(3)Japan is an island country and its___go over the Pacific looking for the fish groups.
(4)Japan is an island country and its___go on the Pacific looking for the missing people.
(5)Japan is an island country and its___go all over Japan,sending people to and from work.
A.fishing boats B.lifeboats C.planes D.trains
例(1)无语境限制,A、B、C、D皆可。
例(2)只有fishing boats能够到太平洋捕鱼,故选A。
例(3)只有 planes才能飞在太平洋的上空寻找鱼群,选C。
例(4)在太平洋上寻找失踪人员的应是lifeboats,选B。
例(5)接送人们上下班的不会是fishing boats 和lifeboats,用planes也有违常理,故选D。
2.变换句式
英语中有些句式结构形似而实不同,容易造成学生思维错觉,导致解题错误。通过变换句式,强化差异,可有效地破除思维定式,达到培养学生发散思维能力的目的。
例如选择题:
(1)“Do you have any clothes____?”the maid asked.
(2)Do you have the maid ____your clothes?
(3)“Have you had your clothes____?”the husband asked his wife.
A.washed B.wash C.to wash D.washing
例(1)选C。仆人当然是问主人是否有衣服要洗。
例(2)选B。have 为使役动词。
例(3)选A。此处为 have sth. done句型(请别人干某事)。
又如选择题:
(1)She is such a lovely girl__we all like.
(2)She is such a lovely girl__we all like her.
A.thatB.asC.whichD.what
例(1)选B。此题like后面缺少一个宾语,故后面是一个定语从句。在such…as引导的定语从句中as常作定语从句的主语或宾语。
例(2)选A。that引导一个结果状语从句。在such…that引导的状语从句中that不充当句子成分。
3.变换角度
如单选题:Which of the following is NOT right?
A.When are you leaving Beijing?
B.When will you leave Beijing?
C.When are you to leave Beijing?
D.When have you left Beijing?
如果不认真看问句,就可能粗心地选择A。此题提问的角度有所改变,not要引起我们的注意。题目要求选出四个选项中不正确的一项,即其他三项是正确的。故答案为D。
改写、续写故事,实质上也是变换思维角度的训练方法。如,有的文章为了整体表达效果的需要,将一些情节简略交代、一笔带过,或到结尾处戛然而止,令人意犹未尽。我们可以要求学生通过合理预测、想象,从多种思维角度补充完整或续写几个合理结尾,以拓宽其思路。《The Necklace》一课,构思巧妙,情节波澜起伏、引人入胜,文章结尾处以Jeanne之口说出项链是假的就戛然而止了。笔者要求学生大胆想象,补写Mathilde得知项链是假的之后的情节。有个学生寥寥数语把 Mathilde爱慕虚荣而又不无悔恨的心理勾画得淋漓尽致:
“Oh,dear!How could it be?”Mathilde cried,looking rather pale.“Ha,Ha.ten years of hard work was only a terrible dream?”
“What a pity,Mathilde.”Jeanne said,grasping her hand.
Mathilde said in a weak voice,“Everything is gone.But that night,what a good time I had.”