The application of analogy transfer method in Chinese teaching can promote the establishment of the relationship between knowledge, realize the systematization of knowledge, help to open students' thinking and improve their knowledge application ability. In the specific teaching process, we should have a "macro" consciousness, collect relevant knowledge vertically and horizontally, optimize and integrate teaching materials, and at the same time expand the text content for relevant association and divergence, so as to create as many "activation points" and "epiphany points" for students as possible, so as to achieve the purpose of successful migration and innovation.

Paper Keywords: migration; Integration; Lenovo; Expand; Suddenly realized

"If you teach, the purpose is to realize that you don't have to teach." In a sense, "teaching" is to enable students to achieve the transfer purpose of "learning for mastery" proposed by Bloom. The so-called learning transfer is the reconstruction of the original cognitive structure under new conditions. The process of reconstruction involves the meaning and application scope of knowledge, and the application of knowledge is promoted through the meaning of knowledge. Therefore, students' successful learning transfer in reading and writing is the best way to measure the teaching effect. In the process of Chinese teaching, if students learn to transfer by analogy through the association and integration of knowledge, then the teaching effect can get twice the result with half the effort. Let's talk about my specific application of analogy transfer theory in the teaching process.

First, vertical and horizontal selection, integration of text

Ausubel's research found that when learning new knowledge points, if too few identical examples are provided, the effect of learning transfer will be poor. Psychological research also shows that isolated knowledge is easy to forget, and systematic knowledge is relatively easy to understand and master. If we can choose the textbooks vertically and horizontally, optimize the combination and make vertical and horizontal association analogy, we can improve the clarity and stability of the original fixed knowledge points, thus maintaining a positive learning pattern in the whole learning process and improving students' ability to solve similar problems.

The textbook of Jiangsu Education Edition arranges the teaching content vertically according to the unit, so it is necessary to "make overall planning" in the specific teaching process, change the traditional single-article teaching method, take the unit as the teaching unit, and make a comparative analysis of similar examples in the unit to achieve mastery; Analyze the relationship between books and units horizontally, and re-select combined teaching materials according to the similarity of knowledge points such as style and style when necessary to avoid analogy.

Take the unit "Face Life" of compulsory five as an example, the topic is divided into three sections: the choice of survival, the real warrior and the dignity in suffering. The three plates complement each other and go deep into each other to form a whole. The connotation of this topic can be integrated into facing up to the ups and downs of life and bravely facing the choices and tests of life; Extract the key word of analogy transfer: suffering. So I put the first unit of compulsory one into the teaching design of this unit. "To be or not to be", Shi Tiesheng's pain can be felt, but only he can really make a choice, and even his mother can only be a silent "bystander". Of course, in the end, Shi Tiesheng chose to "face life" and successfully knocked on the door of his writing career. The suffering of Mr Berman, an old artist at the bottom, is realistic, but his life has to continue in smoky alcohol and dark humidity. Instead, he chose a heroic "destruction"-saving the life of the young girl Joan Shan with his masterpiece; Deaf and dumb, Helen Keller's suffering is tragic, but she chose to be a "real warrior" in life, dared to face the bleak life and walked out of the wonderful and brilliant life. And Lawrence's "Birds Singing" is not a portrayal of the suffering people? To some extent, life is not only a painful process of facing death, but also a painful process of bearing death. But birds can still sing, and our life should also sing all the way! In this way, through the integration of existing knowledge and the content of this topic, students' understanding and perception can be deepened.

Second, related associations, expand the text

Here, I advocate that a Chinese teacher must be an "otter", an "otter who sacrifices fish", and an otter who is diligent, critical, keen and flexible. Otter is an animal that likes to eat fish. During the period of fright, it often puts the fish it catches on the shore. The ancients thought that this situation was very similar to displaying sacrifices, so it was called Rex Sacrifice Fish or Rex Sacrifice. Later, some people used Rex to sacrifice fish to describe their love of reading and using allusions in writing. It is said that Li Shangyin will use many allusions in his poems, and often put many ancient books on his desk, just like an otter offering fish. Being a Chinese teacher needs a lot of "fish" to enrich and expand our texts, and the more the better. As for how to "eat", it doesn't matter whether the whole fish is swallowed raw or discarded after two pecks. The key is to "have fish" so that you can "have more" classes. This is what we often call the "dropped book bag". The Chinese teacher just wants to throw out our "schoolbags", make relevant associations on the basis of "Ben" and let all kinds of "fish" swim into the schoolbags, so as to be handy and targeted. Through teachers' expansion of relevant knowledge, students can be guided to make reasonable association from one to another, and the exchange and internal connection between knowledge can be established quickly in a short time, which will undoubtedly play a role in deepening the understanding of the works they have learned and improving the taste of literary appreciation.

For example, when teaching the above topic "Facing Life", I also took the time to introduce romain rolland's Who's Who in detail. Whose Biography consists of biographies of Beethoven, Michelangelo and Tolstoy. All three people's lives are full of difficulties and setbacks, but they have never bowed to fate, faced life directly, and even fought tirelessly at the last second of their lives, and finally wrote immortal chapters in music, sculpture and literature respectively. In fact, life is an endless battle. In today's society where most people avoid the sublime and bid farewell to the sublime, the careers of the three giants in Who's Who are undoubtedly a mirror of our modern people. Romain rolland said at the end of the biography of Michelangelo that a great soul is like a mountain. "I'm not saying that ordinary human beings can survive at the peak. But once a year, they should go up and bow. There, they can change the breathing in the lungs and the blood flow in blood vessels. There, they will feel closer to eternity. In the future, they will return to the vast plains of life, and their hearts are full of courage in daily fighting. " Perhaps this is a spiritual "baptism" for me and my students.

We also studied Wang Meng's three realms of life. Maybe we are not great people, but we can try our best to make our life "beautiful". In addition, I also recommended two books that I like very much: Gone with the Wind and Ordinary World, so that they can get familiar with the experiences of some classic characters, experience the diversified manifestations of suffering, think about the meaning of life and think about how to live their lives well.

Third, analogy migration, innovative text

Analogy transfer is to correlate and compare related knowledge points horizontally and vertically, transfer and integrate some features of one knowledge point to another knowledge point, or sublimate another new knowledge point from one knowledge point, thus forming the internal connection between old and new knowledge, realizing the systematization of knowledge, enabling students to master knowledge points better and faster, and successfully migrate on this basis. Therefore, in specific reading, inquiry and writing, we should build a bridge between the known and the new knowledge, activate the known knowledge points and achieve "epiphany". From the point of view of gestalt psychologists, the key to transfer is to make students aware of the common relationship between the two learning situations. Therefore, text knowledge should be activated in teaching to inspire and motivate students to find the point of "epiphany" faster and more accurately.

For example, Chi Zijian's article "Smoke in Twilight" has a test site: the article describes the tragic fate of an old Russian woman in China. Why is it called Twilight? From A Woman's Tragic Fate to Xianglinsao in Blessing, the known texts are activated for analogy analysis: the first three paragraphs of this paper focus on the smoke at dusk, and the smoke at dusk ends, and the death of the Russian old lady in the middle is also discovered through the smoke at dusk; How similar is "blessing"? It starts with blessing and ends with blessing, which is also mentioned in the article. The answer can at least be made clear from Migration: "Smoke in the Twilight" is the clue of this article, and the quiet and peaceful atmosphere of smoke in the Twilight reflects the tragedy of the Russian old lady. Of course, this epiphany can be the main content of the text we have learned before, or it can be the background of the times, the author's style, writing techniques and the like.