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小说是通过人物形象来反映生活、表现主题的。其人物形象可以说是形象思维的产物。但小说的创作并非排斥逻辑思维。二者(形象思维利逻辑思维)经常被综合使用,相辅相成。小说如没有逻辑思维的参与,就不会刻划出真实的艺术形象。所以,小说的教学不仅让学生知道形象思维的作用,还须认识逻辑思维的意义,进而有意识地去发展学生的逻辑思维能力。潘菽在《教育心理学》中说,阅读文艺性作品“只靠形象作用对课文进行分析综合毕竟是比较粗糙的,仍属理解的低级阶段。……阅读中,在掌握具体感性情节后,必须及时引向抽象思维,进一步掌握课文结构,发展学生逻辑思维能力,提高理解水平。”可见,对小说的教学应作深一层的分析——逻辑分析。
The novel reflects the life and the theme through characters. Its character can be said to be the product of image thinking. However, the creation of a novel does not exclude logical thinking. Both (image thinking and logical thinking) are often used together to complement each other. If the novel does not participate in logical thinking, it will not sculpt a true artistic image. Therefore, the teaching of novels not only allows students to know the role of image thinking, but also to understand the meaning of logical thinking, and then consciously develop students’ logical thinking ability. Pan Yu said in the “Education Psychology” that “reading literary works” relying solely on the role of the image to analyze and synthesize texts is rather crude and still a low-level stage of understanding.... In reading, after mastering specific emotional scenarios It must lead to abstract thinking in a timely manner to further grasp the structure of the text, develop students’ logical thinking ability, and improve their understanding." It can be seen that the teaching of fiction should be further analyzed - logical analysis.