How to develop students imagination in composition teaching

1.Nurture and protect students' curiosity. Curiosity is the starting point of imagination and pushes students to imagine and create.

In teaching, we need to protect and nurture students' curiosity, such as encouraging students to think more and ask why, guiding them to imagine and think for themselves, and encouraging students to put forward different ideas and opinions.

2.Enrich students' knowledge and expand students' representational reserves. Since imagination is a reorganization of the representations stored in the individual's mind, whether the imagination is rich and active mainly depends on the quantity and quality of the representations in the mind.

In daily teaching, teachers should use appropriate methods to impart knowledge, accumulate a broad knowledge background for students, and enrich their knowledge and experience in life practice. Students should also be encouraged to have more contact with **, painting, handicrafts, poetry, performance, as well as raising animals, cultivating plants, etc., so as to enrich students' surface reserves of knowledge in all aspects and arouse positive imagination.

3.Create an imaginary scenario that triggers imagination. Psychologists believe that

Imagination plays a role in the stage of understanding that the situation is very unclear", and in order to cultivate students' imagination, teachers must create a difficult situation in which the information is insufficient and the conditions are ambiguous when asking questions. For example, give students a few words that are more distant and let them use their imagination to form a short essay. Give students a simple picture and let them use their imagination to make up a story based on what they have learned.

4.Use lively teaching forms to arouse students' imagination. Teachers use vivid language to explain the teaching materials, so that the text descriptions in the textbooks become vivid pictures presented to the students, and even some abstract content becomes concrete images.

For example, in English teaching, read aloud, act, make up the ending of the story, and make reading notes in the form of drawings according to the story.

and so on, all of which can effectively promote the development of imagination.

Imagination is the wings of human learning and intellectual activity.

Strengthening the cultivation of students' imagination in composition teaching is not only one of the main purposes of composition teaching, but also an important method and means to improve students' writing ability and achieve better teaching results. In recent years, I have made active attempts to explore effective teaching methods in primary school Chinese teaching, and gradually gained a deeper understanding of the relationship between the cultivation of students' imagination and the improvement of their writing skills. Here, I would like to talk about my own experience.

First, combine the content of the text with writing training. The content of many articles in Chinese textbooks leaves a lot of room for imagination, which can be well used to guide students to give full play to their imagination to write articles. This method is not only conducive to stimulating students' imagination, but also can cultivate students' strong interest.

For example, the little boy in "Little Photographer" can be said to have tried his best to meet Gorky, but because he forgot to bring film and could not take a picture of Gorky, he cried sadly and jumped on the tram and ran. At this point, I would like to ask the students a timely question: "What is the little boy running back for?"

Is it to take film? Will he come back? "The students had a heated discussion about the question I raised.

Some thought it wouldn't come again, some thought it would. I asked them, "What will happen if the little boy comes again?"

If not, why? What should they do if they run a board report? "I also gave an assignment to continue writing 'The Little Photographer'.

As a result, many of the students used their imaginations to the fullest and wrote brilliantly.

Second, the combination of observation and imagination cultivation. In the teaching of composition, I pay attention to the combination of students' observation and imagination, especially when writing with pictures. When students observe pictures, we should guide them to imagine boldly, turn stillness into movement, and form logical and unique ideas through careful observation of the content of the picture.

For example, if there is a painting in a Chinese textbook that reflects autumn, I inspire students to start from the content of the picture and grasp the demeanor and movements of the characters to imagine. For example, what are the students doing? What would a little girl think when she picked up the leaves she had been looking forward to for a long time?

What is an aunt doing in the orchard? Through observation, when you think about it like this, the picture will come to life, and with the help of imagination, you will know and feel more deeply, and the content of the written article will be richer.

Thirdly, the use of self-made fairy tales to cultivate students' imagination. Elementary school students have active minds and love to fantasize. They love to read fairy tales and have a keen interest in making up their own fairy tales.

Since I was in my third grade, I have encouraged my classmates to make up their own stories based on a picture and tell it to their classmates. After training, many students were able to make up a story by connecting different things, and using anthropomorphic methods to deduce a vivid storyline, which was very interesting.