类比思维

艺术比较思维和艺术类比思维同为隐喻艺术思维的基本方法。

Artistic comparative thinking and artistic analogical thinking are the principal method of metaphorical artistic thinking .

以及在教学中应注意类比思维与求异思维的结合。

And we should lay stress on combination of the analogical thinking and the different thinking .

老子哲学的结构性类比思维方式；

Mode of thinking of structural analogy of his philosophy ;

类比思维经常被看作是获得创造力的一个关键途径。

Analogy thought is usually looked as a key way of acquiring creativity .

转换在于类比思维的存在，因而能使具体形象之间的意义，具体形象与抽象意义相互联系；

By analogy , transformation could integrate diverse concrete figures or concrete figure with abstract meaning .

利用上述结果，讨论了创新思维中类比思维、直觉思维、形象思维的特征及其在数学教育中应用的特点，进一步分析了在数学教育中如何加强创新思维的培养和训练。

By above results , feature and speciality in mathematical education about analogical thinking and intuitive thinking and image thinking is discussed .

方法：以批判性思维的评价方法，对类比思维过程中心理因素进行研究。

METHODS : By means of evaluation of critical thinking , the psychological factors in the process of analogous thinking were investigated .

所以深刻挖掘教材内容，进行类比思维训练是培养创新思维的重要任务。

To get a deep understanding of the teaching material and to have training of analogous thinking are the important tasks of developing creative thinking .

人应当从事文化事业，因为这是类比思维的应用。这位人类学家在讲座中将两种文化进行对比。

Man should be involved in the cultural mandate ; this is the application of analogical thinking . The anthropologist contrasted two cultures in his lecture .

中国古典美学比较突出地体现着东方式的思维方式，包括中和思维、类比思维、整体思维、圆形思维等。

Classical Chinese aesthetics predominantly embodies the oriental way of thinking , consisting of neutral thinking , analogous thinking , integration thinking , and circular thinking , etc.

它既有图像的直观化、形象化的特点，同时还能有效地促进知识迁移，是类比思维和图像智能的有机统一体。

It is not only an intuitional and vivid image , but also an effective tool for knowledge migration . It is a unity of analogical thinking and image intelligence .

结论：类比思维在认识新事物、解决新问题的过程中，或者以简单的道理说明抽象事理的过程中，都发挥着重要的思维工具作用。

CONCLUSION : Analogous thinking plays an important role as thinking tool in the process of recognizing new things and solving new problems , or explaining abstract affair with simple reasons .

第二部分为对初中学生创新思维的训练，主要有1、逆向思维训练；2、置换思维训练；3、离散思维训练；4、类比思维训练。

Section two focuses on the training of junior middle school students ' innovative thinking which includes the trainings of contrary thinking , replacement thinking , discrete thinking , and analogy thinking .

阐述了类比思维在化学教学诸如化学概念、化学反应原理、物质结构与性质、化学实验、有机化学、化学计算等方面的应用。

The analogical thinking can be well applied in chemistry teaching , for example , the teaching of definitions , theories of chemical reactions , the structures and qualities of substances , chemical experiments , organic chemistry , and stoichiometric calculation .

立法假定的生成过程中运用到了许多逻辑方法和思维模式，包括逻辑上的归纳思维、类比思维和演绎思维，以及非逻辑上的形象思维、直觉思维和思辨思维等。

Generation process assumed by the legislation applied to a number of logical methods and ways of thinking , including logic of inductive thinking , analogical thinking , and deductive thinking , as well as non-logical thinking in images , intuitive thinking and philosophical thinking .

IAM显得更为接近人类的类比映射思维，但仍需做一定的修正。

IAM is closer to the analogical mapping thinking of human , but it still need be modified .

这种相似的现象正是类比的思维基础；

It is this similarity that paves the foundation for analogous thinking .

认识上帝的可能性：上帝的形象，类比的思维，和清晰，真实，权威的知识。

The Possibility of Knowing God : The Image of God Analogical Thinking , and Clear , Real , Authoritative Knowledge .

在数学的发现和数学学习中，类比（思维）常常需要同归纳、联想一起协同作战。

In the discovery and learning of mathematics , analogy ( thinking ) should often be used in conjunction with induction and association .

研究以文本研究和个案研究的方式，运用内容分析法和访谈法等研究方法，力图呈现高中生物教学中类比推理思维的应用现状。

Based on the text research and case study , using content analysis and questionnaire survey try to present biology teaching situation of the application in high school .

人对上帝，对自己，和对世界的认识之所以有可能，一方面是基于上帝按著祂的形象造人，人起初有类比的思维的可能和任务；

It is possible for man to know God , know himself , and know the world ,( a ) because God created man according to his image , and man 's analogical thinking ;

观察、类比、逻辑等思维方法是建构藏象理论的重要方法。

Observation , categorization , and logics are the important methods .

这种功能主义的类比为深入研究思维和认知提供了可能。

This functionalist analogy makes the further study of thought and cognition possible .

进行类比教学培养创新思维

Developing Creative Thinking Through Teaching of Analogy

他的有机整体观突破了有机体的类比，达到了思维方式的高度。

His organic unity went beyond the organic analogy , and reached a height of thinking modes .

举一反三是一种运用类比推理的逻辑思维方法，用于启发式教学很有效。

Inference is the logical thinking using analog reasoning and is effective in heuristic methods of teaching .

本文类比迁移问题解决思维过程是根据下列四个阶段设计的：①源问题和靶问题的编码或称为表征；

The essay 's thinking process is designed according to four periods : ① encoding or representation to base problem and target problem ;

类比在人类的思维过程中处处存在，可以说类比是人类认知的中心成分，是很多其他认知过程的基础。

Analogies exist in our mind everywhere . Analogy is the center of human recognition . It is the base of other recognition process .

古人用元气理论解释自然现象过程中的整体观念，形成了以直观和类比方法为主的思维方式。

The ancients have made use of ' primordial-Qi ' theory to explain natural phenomenon , which is in the person of ' the concept of holism ', and have given priority to intuition thinking and analogism .

对类比概念的界定和分类、类比思维的心理学基础、国内外对类比思维的研究、类比思维在科学发展中的作用等进行了综述。

In this thesis , a summary is made about the definition and clarification of analogy , the psychological background of analogical thinking , the studies on analogical thinking at home and abroad and its effects on scientific development .