自古以来，人们就对自身的思维产生了兴趣。但大家的注意点主要集中在抽象辑思维上，而很少涉及形象思维。近年来，通过教学提高学生的思维能力，特别是提高学生的形象思维能力，是语文教学界的一大研究热点。从这些研究者的研究成果来看，他们无疑取得了巨大成果，但也还存在一些缺陷。本人则通过自己的教学实践，借鉴一些同行的教学经验，根据我国教育学家、心理学家林崇德教授对形象思维的研究成果，提出培养中学生的形象思维能力必须培养学生的表象、联想、想象、情感和语言五个方面的心理成分，还应该培养学生形象思维的灵活性、深刻性、创造性、敏捷性和批判性五个方面的思维品质。在具体的教学实践中，为了达到教好的教学效果，教师应该在教学过程中注重营造教学情境，发挥学生的主体性，并合理使用多媒体技术支持，才能更好地提高课堂教学效率。 在具体的研究实践中，我也发现相关的理论体系并不详尽，对学生形象思维能力的测量还是一个比较大的空白，还需要我们的一些学者专家进一步探索实践。

Since the ancient times, people have been interested in thinking. As for over two thousand years’ researches on thinking, much attention has mainly been paid on abstract thought, while little attention has been focused on thinking in terms of images.. In recent years, much attention began to be focused on how to improve students’ thinking ability, especially to promote their thinking in images in Chinese language teaching. As a matter of fact, they all made great achievements, while there are some disfigurements. Based on Chinese language teaching practice, experience of others and related theory of professor Lin Chongde, the thesis presents its own way of enhancing thinking ability in images. It is believed that we should not only train students from the five psycho-components, which includes idea, association, imagination, affect and language, but also make their thinking in images be more flexible, profound, creative, agile and critical. In the process of teaching, Chinese language teacher should focus on constructing teaching context in order to exert students’ initiative, which can improve the classroom effect. In the process of teaching, the writer found that related theories were not detailed, which cannot measure the thinking ability in images of the students. It needs further researches.Key words: middle school reading’s teaching thinking ability in images