在感觉、知觉、记忆、想象、思维等认知活动中,思维是核心.同样,在智力各构成因素中,思维力也是核心。以开发智力、培养能力、提高素质、加强修养、陶冶情操为主要战略目标的语文教学,也应将培养学生的思维能力放在重要的位置。因为思维力是其它能力的内核,是智力的光环。思维能力的培养,体现在语文教学的具体过程中,就是帮助学生形成优化的思维流程。我以为优化的思维流程有三大基本特质:一是流程短;二是流量大;三是流速快。即在一个直通教学目标的教学过程中,既对学生进行知识、智力、能力的综合训练,又尽量造成思维上的落差,引导学生进行有一定跨度的思考,从而引溅出创造性的思维浪花,达到境佳而效高的目的。而决定整个思维流程是否优化的关键的第一步,就是要找准缺口。 In thinking, perception, memory, imagination, thinking and other cognitive activities, thinking is the core. Similarly, in the various factors of intelligence, thinking power is also the core. In order to develop intelligence, cultivate ability, improve quality, strengthen cultivation, and cultivate sentiment as the main strategic goal of Chinese teaching, it is also necessary to place students’ thinking ability on an important position. Because thinking power is the core of other abilities, it is the aura of intelligence. The cultivation of thinking ability is reflected in the specific process of Chinese teaching, which is to help students form an optimized thinking process. I think that the optimized thinking process has three basic characteristics: First, the process is short; second, the flow is large; and third, the flow rate is fast. That is, in the teaching process of a direct teaching goal, students should not only perform comprehensive training in knowledge, intelligence, and ability, but also try to create a gap in thinking, and guide students to think in a certain span so as to induce creative thinking. To achieve a good and efficient purpose. The key first step in determining whether the entire thinking process is optimized is to identify gaps.