Imaginative Thinking and Middle School Chinese Language Teaching - A Key Project of the 15th Five-Year Plan for Philosophy and Social Sciences in Beijing

Author: Lian Ruiqing
Publisher:
Publish Date: 2006-01-01
Features: With the rapid development of the information society, the training of oral communication has gradually been brought to the teaching agenda. It is heartening to see that more and more teachers are consciously utilizing every opportunity to encourage students to speak; meanwhile, middle school students are increasingly treating oral training as a skill, actively seeking training. Their willingness to speak, courage to speak, and ability to speak are gradually changing the previous situation where speaking without a script was difficult. It is believed that after systematic oral training, the expressive abilities of middle school students will better meet the demands of the times and society for new talent. "The Theoretical Research and Teaching Experiments on the Development of Imaginative Thinking" is a key project under the Beijing Municipal Philosophy and Social Sciences "Nineth Five-Year Plan." For many years, the research team and all participating colleagues have worked diligently under the leadership of Comrade Wen Hanjiang. This book is a product of the integration of the theory of imaginative thinking and creative thinking with the practice of middle school Chinese language teaching. Building on the theoretical foundation of developing imaginative thinking, a basic framework for innovative education in primary and secondary schools has been proposed, and teaching experiments on developing imaginative thinking, cultivating creative thinking, and enhancing innovative ability have been conducted in multiple subjects in primary and secondary schools. Efforts have been made to closely combine theoretical research with educational and teaching practice, yielding fruitful results. Middle school Chinese language teaching is also an important scientific experimental research project. Teachers participating in the experiment have enthusiastically studied and researched new theories while diligently summarizing their own educational philosophies and practical experiences in Chinese language education, continuously making discoveries and innovations. Chinese language education reform is a long-term historical task, and the reform ideas and practical experiences proposed here are merely a good start. Many issues still await further research, and the level of research also needs to be improved. We will continue to strive to make greater contributions to advancing the reform of middle school Chinese language education. We will continue to work hard to make greater contributions to advancing the reform of middle school Chinese language education.