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在读写结合中培养学生的创造思维能力,近年来,笔者在这方面作过一些尝试,并收到了一定效果,这里要谈的便是其中的一例。《丑石》一文的教程推进到最后一个环节,教师对课文内容作了简明扼要的总结:《丑石》是一篇哲理性叙事散文,作者借有关丑石之事阐述了一个带有普遍意义的道理。它告诉我们评人论事(物)不能以其外表和世俗的实用性为标准,而应看它的本质,看它的社会价值和它对人类的贡献。同时,作者还通过赞美“丑石精神”启示我们——在误解、非议、厄运面前应甘于寂寞、忍辱负重、顽强奋斗。接着,教师就提请学生根据各自的独特感受,从文中找到触发点,自行开辟角度,进行作文立意。
In recent years, the author has made some attempts in this regard and has received certain results. This is an example to be discussed here. The course of “Ugly Stone” was advanced to the last session. The teacher made a concise summary of the contents of the text: “Ugly Stone” is a philosophical narrative prose. The author expounded a universal significance by relating the ugly stone. The truth. It tells us that critics’ issues (objects) cannot be based on their appearance and secular practicality, but should look at its essence, its social value, and its contribution to humanity. At the same time, the author also inspires us by praising the “Ugly Spirit” - in front of misunderstandings, criticisms, and misfortunes, we should be willing to be loneliness, humiliation, and stubborn struggle. Then, the teacher asked the students to find the trigger point from the text according to their unique feelings, open up their own perspective, and write the composition.