In the first volume of the seventh grade of Chinese textbook, there is a passage "Cai Mian is determined to repay the wealth of his lost friend". I mainly tell stories to improve students' intellectual skills. First of all, I tell my classmates a short story: in real life, a man borrowed 3000 yuan from a friend, and the IOU said' 3000 yuan is still owed', but this IOU led to a lawsuit. If the word' repayment' is pronounced as' huá n', it means that it has already repaid 3,000 yuan; If it is pronounced as' há i', it is still 3000 yuan short.

Although the story was played in the palm of your hand, one of them must have broken his word. It seems that under the condition of market economy, everyone should establish legal consciousness and stress the integrity between people. As we all know, it is only natural to have an iou to pay off debts.

But the story we told today, the creditor died, leaving no written evidence, and the son didn't know it, but Cai Mianzhu returned the silver of 1200 to his son. To ask what the reason is, let's learn from Cai Mian's firm determination to repay the wealth of lost friends. This design not only stimulates students' interest in learning, but also enables students to think subconsciously and fully explore their intelligence.

Second, use association and imagination to improve students' intellectual skills.

For example, when I was talking about imagination and associative composition, I first drew a ○ and a △ shape on the blackboard for my classmates to use their intelligence to associate and imagine. Many students think of plates, the moon, moon cakes, football and so on. I think of sliced cakes, sandwiches, pizzas, houses, etc.

At this time, I give students guidance, all of which are associations, because they all have similarities and the shapes are roughly the same. Lenovo just thinks of another thing from one thing. Imagination is the process that the human brain transforms the representation in memory and creates a new image. Imagination is the advanced stage of association, based on its sublimation, development and re-creation.

For example, the association of "delta", you can also think of pyramids and so on through "delta", which is association; From "△" to the idea that the mummy came out of the pyramid, it became imagination.

Third, provide conditions for step-by-step practice to promote the formation of students' intellectual skills.

The formation of intellectual skills needs practice. The process of this exercise has to go through the stages of material and materialized activities, the external speech stage of making sound, the external speech stage of not making sound and the internal speech stage.

In teaching, it is necessary to provide students with the conditions of this step-by-step practice form, so that students can show the procedures of intellectual activities in practice according to the mode, and gradually generalize them from the expanded form, and become skilled and automated activities from the outside to the inside, thus promoting the formation of students' intellectual skills.

If students are asked to recite some simple famous sayings and aphorisms in Chinese teaching, they can recite them easily. Then let the students recite some simple ancient poems, which increases the difficulty. Finally, when they begin to recite the whole text, it is relatively simple.

Instruct exercises from part to whole, so that students can be skilled and flexible in intellectual skills.

Student intellectual skills should be skilled and flexible, and often have the opportunity to practice solving problems, so that students can learn to solve problems from part to whole.

For example, problem-solving skills in mathematics can be decomposed into examination, analysis, formula, operation and checking calculation; Writing skills can be divided into examination, conception, layout, planning and so on. This complex intellectual skills should be cultivated from part to whole.

In addition, the cultivation of intellectual skills can also be used to guide students to form the habit of comprehensive observation and analysis of topics, and learn how to gain insight into the nature and internal relations of topics; Using variants to help students overcome the mindset caused by old problem-solving experience, and promote the transfer of skills and the formation of students' intellectual skills.