用发散思维开启作文之门

发散思维是从多方面寻找问题答案的思维方式，具有求异性，求反性和辐射性特点，借助联想和想象得以表现，乃是帮助学生克服作困难，开启思维之门的一把钥匙。     

教会思维的一般方法——算启教学论及其在教学实践中的应用

在教学中让学生运用已经掌握的思维方法去主动探索到解决某一领域内所有问题的一般方法,将会使教和学的效率大大提高。本文阐述了兰达的“算法——启发式”教学论的基本思想及其培养思维的一般方法;在此基础上作者结合教学实际教学知识点进行教学设计,指出其是研究任何一个有效的课程教学或课程计划设计的一般方法(或方法论),提出了一种新的教学思路,完全有可能大大提高教和学的效率。     

人与自然的统一--从《1844年经济学哲学手稿》看马克思的自然观

《1844年经济学哲学手稿》集中体现了马克思对人与自然之间关系的理解。马克思的自然观与消极的自然保护观,传统的自然开发论皆不同,其阐述的是自然与人的统一的观念。人们应该扬弃自然保护观,自然开发论,追求"实现了的人道主义"和"实现了的自然主义",促进人和自然的统一。     

当前大学作文教学现状反思--兼论作文教学中学生思维能力的培养

若干年来，大学作文教学一直是将作文作为一门技能加以传授的。不可否认，写作技能的传授对学生作文水平的提高有一定的帮助，但是，应该看到，这种纯技能的传授往往使众多学生在作文时表现出“一题当前，思路齐聚”的一般化现象，很难将学到的理论有效地运用到实践中去。少数作文水平较高的学生并非是首先得益于作文技能的指导，而是得益于思想的成熟。技巧的运用必须依赖于思想的成熟与深刻，辅之以丰富的阅读积累和娴熟的语言能力。因此，大学作文教学首先应重视对学生进行富于人文意识的思维能力的培养。这是激活思想，产生文章之源的重要前提。     

论江泽民的实践哲学思想

江泽民哲学思想的核心是其实践哲学思想。把握江泽民的实践哲学思想,对于深入理解"三个代表"重要思想,并进而全面把握江泽民的整个理论体系,具有非常重要的意义。     

在化学教学中如何培养学生自学能力

我们之所以重视学生自学能力的培养，就是要使学生掌握开启知识宝库的“金钥匙”。培养学生自学能力必须注重阅读能力、观察能力、思维能力的培养。培养学生自学能力不是一朝一夕的事，学生自学能力的形成也不是一蹴而就的。     

信息社会创新理论的核心--思维创新

本文探讨分析了人类社会不同阶段的创新模式，并在此基础上分析了信息社会的创新状况，着重指出思维创新在信息社会创新中的重要性。     

The development of inventive thinking skills in the upper secondary language classroom

The given paper presents the results of an empirical study into the efficacy of the Thinking Approach (TA) to language teaching and learning which is aimed at the development of students’ inventive thinking skills in the context of foreign language education, namely learning of English. The study was conducted among upper secondary students of two schools in Latvia and aimed to answer whether students working with the Thinking Approach demonstrate an increase in their inventive thinking skills. An inventive thinking test was employed as the research instrument. The results of the study suggest that students working with the TA demonstrate a significant increase in their inventive thinking skills in comparison with the control group (t = 3.32, p = 0.001). At the same time a number of limiting factors that appeared in the process of the study due to its naturalistic setting call for further research that could increase the reliability of the findings.     

中学语文阅读教学中批判性思维能力的培养途径

批判性思维在语文阅读教学中,对培养学生的创造精神和创新能力具有十分重要的作用。为了能在阅读教学中培养这种思维能力,在教学上应努力完成三个根本转变,即从以教师为中心到以学生为中心的转变;从以讲析为中心到以语言实践为中心的转变;从以形式为中心到以内容为中心的转变。这三个根本转变应当经由“激疑-质疑-释疑”的路径来逐步实现。     

Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?

Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes (38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: ‘non-labeling mappers’ and ‘non-planning mappers’. Effective learners, in contrast, showed much effort in planning their mapping process and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience (‘advanced beginners’) than in those who had not used this learning strategy before (‘successful beginners’). Based on the present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect training approach (i.e., supporting the learners with strategy prompts) were developed.