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class="content"> <div id="khdij4wf0" class="excellent_articles_box"> <ul> <li id="khdij4wf0" class="excellent_articles_title">相關(guān)推薦</li> </ul> </div> <p>語文教學創(chuàng)新教育摭談?wù)撐?/p><p>　　當今迅速發(fā)展的時代推動著中學語文教學的改革，告訴我們必須研究當今社會及發(fā)展趨勢對未來人才在語文素質(zhì)上提出的新要求。作為基礎(chǔ)教育的組成部分中學生的最終目的就是能過課內(nèi)外語文教學活動培養(yǎng)和開發(fā)中學生的語文創(chuàng)造力，這正是素質(zhì)教育“以培養(yǎng)學生的創(chuàng)新精神和實踐能力為重點”的艱巨任務(wù)。作為一名中學語文教育工作者，應(yīng)勇挑重擔，在語文教學中從各個方面去認真實施創(chuàng)新教育。下面談?wù)勛约簩嵺`中的幾點體會：</p><p style="text-align: center;"><img loading="lazy" src="https://p.9136.com/00/l/bdccd3fd3_2.jpg" alt="語文教學創(chuàng)新教育摭談?wù)撐?/></p><p>　　<strong>一、培養(yǎng)創(chuàng)新精神，要營造適宜環(huán)境</strong></p><p>　　教育家陶行知說：“人人是創(chuàng)造之人，天天是創(chuàng)造之時，處處是創(chuàng)造之地�！眲�(chuàng)新思維和能力是人類普遍擁有的素質(zhì)，也是人類思維的高級形勢。把學生潛在的創(chuàng)新意識，變成創(chuàng)新行為，關(guān)鍵在于教師的激發(fā)。</p><p>　　教師要用自身的開拓進取、博學求新的精神和行動召喚學生。第斯多惠指出：“通過你是什么樣的人，要比通過你知道什么獲得更大的成效。”唯唯諾諾、因循守舊的教師很難培養(yǎng)出敢于冒險、標新立異的學生。語文教師要善于靈活駕馭教材，敢于發(fā)表自己獨到的見解，徹底摒棄“教參成能”、“師定勝生”的想法，不惟上，不惟書，敢于向權(quán)威挑戰(zhàn)。</p><p>　　提倡隱性教育，不放過任何一個培養(yǎng)創(chuàng)新精神的機會。作為基礎(chǔ)學科的語文，具有人文性特點，生活中時時處處都會有學習語文的機會。如教室的墻壁，可以搞手抄報展、學生佳作展，刊登健康流行歌曲，張貼名人畫像，懸掛名言條副，讓學生的生活充滿豐富的知識和浪漫的想象。因為想像、創(chuàng)新不是憑空而來，它總是要借助已有的知識、信息和經(jīng)驗，腦子空空、知識缺乏的學生是不會有所創(chuàng)造的。</p><p>　　<strong>二、營造有利于創(chuàng)新的氛圍</strong></p><p>　　培養(yǎng)學生的創(chuàng)新精神，要營造一個大膽想象、獨立思考、勇于質(zhì)疑、敢于批評的良好的集體氛圍。</p><p>　　1、信任學生。我國早在春秋戰(zhàn)國時期就有“士為知己者死”的古訓，教師對待學生也同樣如此。因為學生已經(jīng)具備獨立人格，他同樣需要尊重和信任。信任，是創(chuàng)新精神的必備要素之一，只有相信學生，有創(chuàng)造性潛能，給學生主動提供充分發(fā)揮才能的機會，讓學生自由發(fā)揮，才能鍛煉創(chuàng)造力，不斷增強其信心。</p><p>　　2、減小規(guī)定。教師對學生過細的限制和規(guī)定會束縛阻礙學生的創(chuàng)新精神。教師要給學生充分的自由，以便讓他們在更廣闊的空間里去想象、發(fā)揮、創(chuàng)新。</p><p>　　3、拒絕批評。這是斯奧本“頭腦風暴法”的一條重要原則�！安慌u原則”要求教師不要輕易評價學生的創(chuàng)新成果，這樣會給學生的創(chuàng)新心理帶來安全感，消除他們怕受批評的緊張情緒，有利于創(chuàng)新精神的培養(yǎng)。過多地去評頭論足和指手畫腳，不但會使學生產(chǎn)生依賴思想而且會扼殺和限制學生的創(chuàng)造性。</p><p>　　<strong>三、在品德教育中培養(yǎng)學生的創(chuàng)新人格</strong></p><p>　　一個人的素質(zhì)像一座冰山，露出水面容易被人看到的只是一小部分，真正決定一個人能否取得創(chuàng)造性成就的則是水下那部分不易看到的——進取心、獨立性、堅韌性、責任心、求異性等創(chuàng)新人格。所以，要培養(yǎng)學生的創(chuàng)新能力，一定要注重培養(yǎng)其創(chuàng)新人格。中學語文課本中，能培養(yǎng)學生品格的篇目很多，如《勾踐滅吳》，勾踐能隱忍十年、臥薪嘗膽而來滅吳國，要讓學生明白，不管面對多大挫折都不要喪失信心，要分析失敗的教訓，找到正確方法，東山再起。</p><p>　　<strong>四、在知識傳授中整實學生的創(chuàng)新基礎(chǔ)</strong></p><p>　　知識為能力奠定基礎(chǔ)，如果沒有語文知識的積累，創(chuàng)造就失去了基礎(chǔ)，學生的創(chuàng)造欲望即使被激發(fā)出來也難以上升為真正的創(chuàng)新能力，只能停留在很低的水準上。語文知識的教學不能局限在教材之內(nèi)，這樣就限制了學生的視野，削弱了創(chuàng)造力產(chǎn)生的根基。語文教堂必須使學生的學習超越課本，從課內(nèi)向課外延伸，甚至向其他學科延伸，以拓展學生的知識面。而語文知識作為基礎(chǔ)中的基礎(chǔ)，尤其應(yīng)給予相當?shù)闹匾�。如果沒有語文知識的積累，創(chuàng)造就失去了基礎(chǔ)。但需要指出的是，我們也不能把語文基礎(chǔ)知識作為教學的終極目標來追求，不能僅僅滿足于學生把學得的語文知識儲存起來，而應(yīng)引導他們拿去應(yīng)用，去獲取新知識，在獲取新知識中學習創(chuàng)新。</p><p>　　<strong>五、在改進教法中訓練學生的創(chuàng)新思維</strong></p><p>　　創(chuàng)新思維能讓學生順利解決對他們來說是新的問題，能深刻地、高水平地掌握知識，并能把這些知識廣泛遷移到學習新知識的過程中，使學習活動順利完成。要培養(yǎng)創(chuàng)新思維，就要變規(guī)范式教學為創(chuàng)新式教學。創(chuàng)新式教學尊重學生學習的主體性地位，想方設(shè)法讓學生積極主動地思維。根據(jù)創(chuàng)新人才培養(yǎng)的要求，語文學科已不僅僅是傳統(tǒng)意義上的工具學科，同時也是一門訓練、培養(yǎng)創(chuàng)新思維的基礎(chǔ)學科。要培養(yǎng)創(chuàng)新思維，就要變就范式教學為創(chuàng)新式教學。舊的教學方式不給學生留有積極思維的空間和余地，不允許學生有任何意義上的標新立異，抑制了學生的思維。而創(chuàng)新式教學則尊重學生學習的主體性地位，想方設(shè)法讓學生積極主動地思維。我在教學中最常用的是啟發(fā)式，啟發(fā)式教學最重要的方法是探索法，即教師提出問題后，指導學生開動腦筋，幫助學生獨立思考，通過啟發(fā)誘導，使學生按知識的發(fā)展規(guī)律，探索創(chuàng)造性解決問題的方法。這樣，在課堂教學活動中，師生的思維活動雙向暴露，在讓學生看到教師的思維過程的同時，教師也看到了學生思維的真實過程，從而能指導學生沿著正確的方向思維，他們在尋求答案、獲取新知的過程中，有效地促進了新思維的訓練�？傊�，教師要在改進教法中訓練學生的創(chuàng)新思維，準確發(fā)現(xiàn)學生思維的閃光點，及時給與肯定指導，充分調(diào)動和發(fā)揮學生求知的主動性和創(chuàng)造性。</p><script>s("content_relate");</script><p>【語文教學創(chuàng)新教育摭談?wù)撐摹肯嚓P(guān)文章：</p><p><a 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