How to deal with the relationship between documentary and imagination in composition teaching

In composition teaching, strengthening the cultivation of students' imagination 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 an active attempt in Chinese teaching in primary schools, trying to explore effective teaching methods, and gradually have a deeper understanding of the relationship between cultivating students' imagination and improving their writing level. Here, let me talk about my own experience. First, combine the content of the text for writing training. Many articles in Chinese textbooks leave 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 way can not only stimulate students' imagination, but also cultivate students' strong interest. For example, the little boy in Little Photographer tried his best to meet Gorky, but he couldn't take pictures of Gorky because he forgot to bring his film. He jumped on the tram and ran away in tears. Here, I asked the students at the right time: "What is the little boy doing back? Is it film? Will he come again? " The students had a heated discussion about my problem. Some people think they won't come again, others think they will. I asked them again, "What will happen if the little boy comes again? If not, what are the reasons? What should they do with the blackboard newspaper? " I also assigned an assignment to continue writing "Little Photographer". As a result, many students give full play to their imagination and write well. Second, observation should be combined with imagination training. In composition teaching, I pay attention to cultivating students' observation and imagination, especially when writing with pictures. When students observe pictures, they should be guided to imagine boldly, turn static into dynamic, and form logical and unique ideas through careful observation of the contents of pictures. If there is a picture reflecting autumn in the Chinese textbook, I will inspire students to start with the content of the picture and grasp the demeanor and movements of the characters to imagine. What are some students doing? What will a little girl think when she picks up the long-awaited leaves? What is an aunt doing in the orchard? Through observation, such a thought, the picture will come alive, with the help of imagination, the understanding and feeling will be more profound, and the content of the written article will be more abundant. Thirdly, cultivate students' imagination by using self-made fairy tales. Pupils are active in thinking and love fantasy. They like reading fairy tales, and they are also interested in making their own. Since the third grade, I have encouraged my classmates to make up stories based on a picture and tell them. After training, many students can relate different things to make up a story and use anthropomorphic methods to interpret a vivid story, which is very interesting.