The so-called "circumferential solution" refers to the process in which the commentator sets his or her own point of view as a trap (i.e., "ring") in the process of debate, but does not directly clarify it, but bypasses a stroke, extends and explores the other party's remarks or actions, and through certain reasoning means, makes it into his own thinking track, falls within the scope of his own argumentation (i.e., "ring"), and thus consciously accepts his own point of view. The circumferential loop solution is not a "quick decisive battle" in the form of a storm, but a "protracted war" in the style of wind and drizzle.

The greatest advantage of this method is that the other party's thinking gradually transforms from its own radiation direction to the theorist's thinking, and gradually recognizes and understands the theorist's intention, and finally convincingly abandons his own point of view and accepts the theorist's point of view.

Mencius, an ancient thinker in China, was an outstanding polemicist who made good use of the circumferential method to defeat the opponent.

As we all know, problem solving is the process of inferring the unknown (correct answer) through known conditions (the conditions in the question and the knowledge that the student already has). The purpose of both is to make people understand a truth (the basis and rationality of the answer), so the "loop solution" can also be used in problem solving.

The following attempts are to discuss the looping method in turn.

1. Analysis

Analysis refers to the process of dividing a thing, phenomenon or concept into simple components, finding out the essential properties of these parts and their relationship to each other.

It is a process of seeking differences from similarities and similarities from differences, eliminating dross (mistakes) and obtaining the essence (correctness) through mutual comparison and identification.

Take a look at the problem and find the items that have exactly the same sentence structure characteristics as the example sentence: (example) (I complement the public generation), so as not to be laughed at. Answer: (1) Those who are for the country have no way to be robbed by the prestige (2) to move to the left to move to Sima in Jiujiang County (3) Qincheng may not be deceived in vain. Student answers: (1) and (3). Ask the students to explain the reasons and answer that the example sentences and (1) and (3) are both passive sentences, and then ask him to analyze the characteristics of each passive sentence, compare whether there is a difference between them, and then ask him to look at the requirements in the question.

Through this specific analysis of each attribute, finding similarities from differences, seeking differences from similarities, and then finding differences from similarities, combined with the requirements of "identical" in the question, students gradually realize that only (1) is the correct answer.

2. Questioning

Questioning is the process of asking questions based on the content of each question (including the requirements in the question, the known conditions, and even the student's incorrect answers). Every question is a little bit of knowledge. This kind of questioning has an order and level, step by step, closely linked and interconnected, and the correct answer is obtained through a series of doubts.

For example, in "In Memory of Liu Hezhenjun", Liu Hezhen's smile and kindness are repeatedly written, and there are four purposes, three items have been given in the question (omitted), and the fourth item has been made up for the students.

Correct answer: More forcefully expose the murderous despicability of the reactionaries in killing Liu Hezhen and others in order to arouse the hatred of the readers against the reactionaries. But the student can't answer accurately (omitted).

Therefore, with the correct answer as the "ring" and the relevant content as the "small ring", some questions are asked: (1) What kind of nature of the reactionaries is exposed when such a gentle and kind young man is killed? (2) In connection with the original text, the reactionary government says that they are thugs, can her character become thugs? (3) Since they cannot, why do the reactionaries say this, and what is their intention? (4) What is the ultimate purpose of exposing the truth in order to make people understand the truth? This procedural questioning of the big ring and the small ring aroused great interest among the students, who expressed their opinions and finally made up the correct answer.

3. Inference

Inference is the process of deriving an unknown conclusion based on known conditions. The more conditions are known, the more reliable the correctness of the conclusions. It should be noted that making full use of the known conditions, especially those in the question, involves the examination of the question, and the other point is that the inference process must be logical, otherwise, the correct conclusion will not be obtained. In all this, the teacher must guide the students well, so that the students can use the known conditions to solve the problem through the perception of visual thinking and the deduction of logical thinking.

For example, there is a question like this: "We should pay attention to the stylistic color when we speak and write articles on weekdays, and the following passage is wrong in this regard, please point out the root cause of the problem: 'I was late, I was very uneasy, and I hurried into the campus. Footsteps were heard behind me. Looking back, it's Wang Yue, and I'm steady. Student's answer: Improper collocation, repetition ...... According to the analysis and derivation of their answers, they think that there are no such problems.

Finally, there is a common understanding: the spoken and written language are mixed. Then direct them to the question "There is something wrong with this passage", which is an important known condition that some students ignore.

4. Fallacy

Fallacy is also called extension, which is to first admit the "correctness" of the other party's viewpoint, then extend and deduce according to its logic, and finally expose the absurdity and error of the opponent's viewpoint, so as to prove the correctness of one's own viewpoint.

For example, make a distinction between the word "on the road" in (1) "the road is slippery" and (2) "I met friends on the road". Some students answered: (1) adverbial and (2) subject. Let the student's answer be "correct", and then push it on: (1) the adverbial, "slippery" is the predicate, "very" is the adverbial, then (1) is the non-subject clause, the non-subject clause can make up the subject, in the context of this sentence, the role of "slippery" is to state the subject, in addition to "on the road" and "slippery", is there any other object of statement? The student couldn't answer either, and suddenly had an epiphany, wrong. (1) and (2) are reversed.

In addition to the above four links, there are also elements such as comparative synthesis of the loop solution, which are not isolated, but interrelated, integrated and interacting.

The correct answer to the question and its basis are large traps (rings), around which small traps (small rings) are set up.

The small traps are interconnected and interact with each other, and the relationship between the common and the large traps is divided (basic) and total (conclusion).

These little traps are a small knowledge point and gene (referring to the derivation content and steps set by the teacher).

Therefore, a complete system with the big trap as the mother and the small trap as the child has been formed between the big and small traps, which are closely linked step by step and interconnected to complete the problem-solving task together.

In order to achieve this goal, the teacher should guide students to carry out a series of repetitive thinking procedures of the child-parent system, which coincides with the "orderly induction", so it is not a simplistic teaching process, but an intricate process.

This is its formal and structural feature.

And its essential characteristic is "inducement", but it is different from ordinary induction, it is a masterful art of control, which requires tact and agility.

Because when you "induce" (loop) others, they are also engaged in thinking activities, and there will be many questions (including wrong answers) at any time, so you must be good at answering, solving doubts and deducing in order to achieve convincing goals.

Some of these problems are not anticipated or prepared in advance, so teachers need to be improvised.

The teacher's inducement should be good at carrying out from different angles and different levels, and its core is to be good at grasping the key points of the other party's thinking, and to skillfully incorporate the other party's thinking into their own orbit in the intricacies of right and wrong, good and bad, that is, to "trap" it with a "ring" to achieve a convincing purpose. Its power is as Liu Xian's words: "Say that the tongs are flying, and the breath is depressed." ”

The significance of using the loop-loop solution method to solve problems is mainly reflected in two aspects: first, it can firmly grasp the students, promote their positive thinking in the brain, and mobilize their subjective initiative; second, it can enable students to obtain solid knowledge and greatly improve their skills.

Therefore, it is worth advocating and promoting.

(February 1995)