林虹

摘 ?要：思維能力是認知能力的核心，在閱讀教學中提升學生的思維能力，就是要根據(jù)學生的認知規(guī)律和教材特點，通過語言訓練與思維訓練發(fā)展小學生的認知能力，從而提升學生的思維品質(zhì)。筆者通過創(chuàng)設(shè)情境，促進學生形象思維的發(fā)展;想象補白，促進學生創(chuàng)造思維的發(fā)展;質(zhì)疑討論，促進學生辯證思維的發(fā)展等方法探討提升小學生閱讀能力的問題，以期為提高其閱讀能力提供參考。

關(guān)鍵詞：創(chuàng)設(shè)情境閱讀;想象補白閱讀;質(zhì)疑討論閱讀;思維能力

【中圖分類號】G623.2???????【文獻標識碼】A ?????????【文章編號】1005-8877（2021）34-0005-02

On the Strategies of Improving StudentsThinking Ability in the Teaching of Chinese Reading in Primary Schools

LIN Hong??（Nanping Experimental Primary School in Fujian Province，China）

【Abstract】Thinking ability is the core of cognitive ability. To improve students thinking ability in reading teaching is to develop elementary students cognitive ability through language training and thinking training according to students cognitive laws and characteristics of textbooks，so as to enhance students thinking quality. This article promotes the development of studentsimage thinking by creating situations;imagination supplements to promote the development of students creative thinking;questioning and discussion promotes the development of students dialectical thinking. Methods such as to explore the problem of improving the reading ability of primary school students，in order to provide references for improving their reading ability.

【Keywords】Creating situational reading;Imagining;Supplementary reading;Questioning and discussing reading;Thinking ability

語文閱讀教學在發(fā)展語言能力的同時，也要發(fā)展思維能力。閱讀是小學語文重要的教育內(nèi)容，其與寫作共同構(gòu)建了語文教育系統(tǒng)，并成為衡量小學語文教學水平與教學質(zhì)量的指標之一。語文閱讀是運用語言文字獲取信息、認識世界、發(fā)展思維的重要途徑，而思維能力的提升不但能夠促使提高學生的認知能力，也能加深其對語文知識的理解，同時對提升學生文學鑒賞水平和表達能力等具有重要作用。為此，小學語文教學中教師要綜合運用各種方法開展閱讀訓練，幫助小學生發(fā)展思維能力，推動其閱讀能力和思維能力的提升，從而促進學生閱讀和思維的發(fā)展。閱讀能力和思維能力的發(fā)展與提升是長期的過程，需要綜合運用多種方法，如創(chuàng)設(shè)情境法、質(zhì)疑討論法和想象補白等方法的運用，能夠從小學生的年齡特征、認知特征、心理特征等方面提高其認知能力，激發(fā)其學習興趣，在學習實踐中提升閱讀與思維的能力。