How to Cultivate Students' Imagination in Chinese Teaching

Many inventions and creations of mankind are inseparable from imagination. It can be said that "human beings have no imagination, just like birds have lost their wings." It is impossible for human society to progress. Einstein thought: "Imagination is more important than knowledge, because knowledge is limited, and imagination sums up everything in the world and promotes progress. But also the source of knowledge evolution. " Einstein's words remind us that we must attach great importance to the cultivation of students' imagination in teaching. However, in many places, the old Chinese curriculum mercilessly stifles students' imaginative thinking, making students' thinking rigid, rigid and lifeless. In view of the disadvantages of this accumulation, the new curriculum standard clearly puts forward the learning method of advocating autonomy, cooperation and inquiry, which undoubtedly injects a breeze into the boring Chinese classroom and takes root in the Chinese classroom with its vivid vitality. Chinese is undoubtedly a subject with strong imagination in time and space. As a Chinese teacher, we should seize every opportunity and adopt various means to cultivate students' imagination. How to give students the wings of imagination, I think we can try the following methods. First, use multimedia to spread the wings of students' imagination. As we all know, imagination is based on appearances. Adequate image storage is a necessary condition for students to imagine successfully. The lack of representation, the less material available for imagination, the narrower and shallower its imagination; The richer the representation, the more materials to imagine, the wider and deeper the scope of imagination, and the more concrete and perfect the content of imagination. So, how do students store representations? From students' existing knowledge and life accumulation. Ausubel's assimilation theory holds that learning is the process of assimilation between the new knowledge learned by learners and the old knowledge structure in their minds. In our view, this process is similar to a jigsaw puzzle. Every acquisition of new knowledge is to let learners find the splicing place that matches the new knowledge in the original knowledge plate, so that the new knowledge becomes a part of the whole knowledge plate. The old knowledge related to the new knowledge is its splicing place. We believe that in the teaching of literary works, this splicing place is the corresponding representation of words related to visual description of works in students' minds. These all come from students' knowledge accumulation and life accumulation. In text teaching, due to the limitation of students' living environment and learning level, when the accumulation of relevant knowledge and life experience is not rich and sufficient, there will be a lack of sufficient representation storage, and the visual depiction in the works will not be connected with the representation in students' minds, resulting in narrow, superficial and even distorted imagination. Therefore, in order to improve students' imagination, the most fundamental means is to increase students' life accumulation and knowledge accumulation and enrich image storage, which will never happen overnight. As far as classroom teaching is concerned, when students' representations are not relevant to the visual depiction in the works, we need to try to supplement the corresponding representations. The best way at this time is to use multimedia first. Using information technology can help students form a more comprehensive outlook. Images can be divided into visual images, auditory images, olfactory images, taste images and tactile images according to their sensory channels. In traditional teaching, information is mostly input from a certain sensory channel, and the representations formed in students' minds are mostly representations, which summarize the characteristics of a certain aspect of things. Using multimedia, information about things enters students' brains from multiple sensory channels, and the representations formed in their minds summarize all kinds of characteristics of things and are comprehensive. Imagination based on such appearances will naturally be more comprehensive, deeper and more specific. Second, information technology can break through the limitations of the classroom and enrich the appearance of students. The works selected in junior middle school Chinese textbooks are all over the world, spanning thousands of years, and their contents far exceed the life and knowledge accumulation of any student. The complexity and diversity of its time and region also make it difficult for students to find suitable representations in their minds for many works in a limited time, which leads to difficulties in reading, understanding and imagination. And using multimedia to show some vivid and intuitive images, and using this representation as material to imagine, there will be no distortion of imagination. It can be seen that the richer the storage of images formed by multimedia, the smoother and more accurate their imagination, and the more developed their imagination. For example, when I was teaching "Seeing the Weather from Clouds", I used multimedia courseware to help students understand the types and shapes of clouds. Teach Wang Wei "Climbing to the Top", with the help of vivid slide projection images, let students really feel the lonely feelings of "collecting money and sweating, returning to the lake field" and the magnificent scene of "lonely smoke in the desert, long river setting the yen". Such as Zhu Ziqing's Spring. It is more appropriate to use multimedia teaching. Many places are picturesque, just like the phrase "grass slips out of the soil, green …", in which vivid words such as "slip, drill, green" are enough for students to chew and scrutinize carefully. If teachers match multimedia pictures in time, students can feel the blooming and vitality of spring in an intuitive picture of spring grass. There is no doubt that the use of multimedia courseware teaching can provide students with richer and more sensible life information, create a unique classroom comprehensive atmosphere, make students "immersive", and make the classroom truly become a stage for teachers and students to accumulate, release, combine and impact all kinds of knowledge, thus enriching and developing students' imagination. Second, use the text to read aloud, leaving an imaginary sky. Han Yu once said, "Words carry the Tao". Writing an article is to express the author's thoughts, opinions, emotions, methods and so on through the carrier of words. For students, it is through this static text to understand the Tao contained in the text; For teachers, in Chinese class, it is necessary to really activate the text, so that the static text can become vivid life and full of life rhythm. Chinese textbooks only appear in front of students line by line. If you don't expand your imagination and know how to re-create, then what appears in your mind may only be an abstract concept represented by words, and there is no vivid picture composed of appearances. In this way, it is impossible to enter the artistic conception created by the author, which is not only boring to appreciate, but also difficult to understand the meaning of the work. In reading teaching, one of the teachers' tasks is to guide students to gallop their imagination, see pictures through words, see life through language, feel life in works and enjoy beauty. The most effective way to arouse the subject's imagination and produce content other than the language itself is reading aloud. Reading aloud is also the most widely used method in reading teaching. So, how to read can stimulate the imagination of the subject and make it enter the situation described in the article as soon as possible? The seventh grade text "From Baicaoyuan to San Tan Yin Yue" is taught by reading aloud, which feels good. Its teaching can be divided into three steps: first, read aloud for understanding. Let three students read the text in turn, so as to be familiar with the content of the text, pronounce correctly and make the sentences coherent. Then read it comprehensively on the basis of understanding what the text describes and what emotions the author expresses. Enlightening students: Mr. Lu Xun was so interesting in Baicao Garden when he was a child. What tone should he use to convey the author's love? After discussion between teachers and students, it is obvious that the overall tone is light, but there are also changes. The first paragraph is an introduction. When reading aloud, read with a moderate volume and a calm narrative tone, and the speech speed is slow. The second paragraph describes the interesting natural scenery and the author's happy activities, which shows the author's love everywhere. When reading aloud, the voice should be bright and crisp, the speech speed should be accelerated, and the tone should be relaxed and cheerful, in which descriptive adjectives and verbs such as "green", "low singing" and "unlimited interest" should be emphasized. Finally, read the imaginary expression aloud. Let's spread the wings of imagination, think about our happy life in the wild when we were young, think about the beautiful pictures we have seen on TV, and try our best to imagine how beautiful and charming the scenery of the Herbal Garden is. Enter the Herb Garden through this imagination. Let's read happily together! The charm of reading articles. This purposeful and in-depth reading not only cultivates students' sentiment, improves their aesthetic taste, but also cultivates their imagination. Another example is "A Chang San Hai Classic", as long as students are allowed to enter the text characters, experience A Chang's vivid life, grasp A Chang's kind inner world, read her language with infection and passion, and interpret A Chang's tone, intonation, attitude and emotion, and completely turn static words into vivid three-dimensional images. In this way, read with passion, activate the text, and enjoy the charm of life language. Students don't think textbooks are static symbols, but they think they are vivid social reality pictures. It is not difficult for students to experience the kindness, simplicity and love of a working woman in the lower classes of the old society. In Chinese textbooks, vocal prose, short and pithy poems, introverted novels and suspense dramas are all objects for students to read aloud, and some articles must be read aloud. Only by developing associative imagination in reading aloud can we step into the author's inner world and grasp the essence of the text. Passionate reading is a re-experience of the text emotion, a re-expression of the author's true thoughts and a re-generation of the characters' emotions. Therefore, reading aloud in Chinese class is a symbolic method to activate the text to experience life Chinese. The new curriculum standard also attaches great importance to students' reading experience, and advocates "four-step reading method", that is, accurate reading (starting from looking up the dictionary), fluent reading (repeatedly reading to achieve proficiency), emotional reading (analyzing the content and grasping the emotional tone) and environmental reading (using imagination and savoring carefully), guiding students to explore independently, grasping the text from the simple to the deep, and attaching importance to students' individual participation. Especially in the latter two levels, students can give full play to their imagination in emotional reading, see the world described by the author with "inner eyes" and listen to the author's voice with "inner ears" ... In this invisible and silent world, everyone's views may be different, because "a thousand readers have a thousand Hamlets", but everyone's views are profound and vivid, because it is not imposed on them by others. At this point, reading aloud is no longer "speaking loudly when you see words", but "speaking from the heart and reaching out to people". Read aloud on the basis of real feelings, or tinkle like a stream; Or like a torrent, surging; Or you are in a peach blossom garden, singing birds and flowers. A lot of feelings are beautiful. Third, through language training, open up a paradise imagined by one side. Mr. Lu Xun once said: "Children can be worshipped. He often thinks about the realm above the moon and the stars, the underground situation, the use of flowers and the language of insects. He wants to fly to the sky. He wants to sneak into the ant nest. " It can be seen how rich the child's imagination is. However, to cultivate students' imagination, teachers can do it through language training according to the characteristics of teaching materials. 1. Cultivate students' imagination through continuation, expansion and rewriting. In Chinese class, if we continue and rewrite those articles with implied and intriguing endings in and out of class, students' interest in learning will naturally be greatly stimulated, and students' imagination and creativity will naturally be well cultivated. Especially in the teaching of poetry, due to the limited space of poetry, it is often a point-to-point, which is called "incoherent, endless meaning." To understand this "infinite meaning", students must be guided to make reasonable imagination and supplement. For example, in "Bai Xuege Farewell to Tian Shuji Wu's Home", he wrote, "Then he disappeared at the corner of the pass, leaving only hoofprint", which ended, and the poet did not write the scene on both sides of the strait. At this time, students can be guided to imagine how the poet remembered the little things he became attached to his friends after seeing off his friends, and remembered all kinds of ideological activities that he was disappointed because he couldn't return to Beijing, so as to continue writing, or to start some ancient poems, such as Wang Wei's "Send Yuan Er to Anxi". Teachers can inspire students in class to develop the poetic artistic conception of "advising you to make one more glass of wine and go abroad for no reason", which is difficult to write. In addition, for the endings of some novels, we might as well rewrite them, such as the ending of Kong Yiji. It goes without saying that Kong Yiji will definitely not live, but the author does not explicitly say that Kong Yiji is dead. Can't a teacher enlighten a sympathetic student? Why not let the students arrange a beautiful home for Kong Yiji? Through imagination and rewriting, this paper depicts how Kong Yiji, who came back from the dead, wore a long gown, further revealing the cold world and warm human feelings in the old society. Don't you think this kind of classroom teaching is more lively and interesting? By recreating imagination, students not only exercise their imagination ability, but also improve their imagination level due to the adjustment of language. Junior high school students especially like creative imagination, and they are willing to better imagine things around them. When teaching Guo Moruo's Fair in the Sky, I asked my students to imagine how the Cowherd and the Weaver Girl lived in a "beautiful fair" in combination with ancient myths and legends in China. When studying Andersen's The Emperor's New Clothes, I asked students to imagine "the scene after the emperor returned to the palace" and so on. Students are required to express their language fluently and accurately according to their own imagination. It provides students with imagination space, stimulates students' interest in learning and improves learning efficiency. 2. According to the text materials, conduct descriptive sentence training to cultivate students' imagination. An effective way to cultivate students' imagination in Chinese teaching is for teachers to choose "trigger points" that can stimulate students' imagination and organize students to carry out descriptive sentence-making training. For example, when teaching Snow in the North. Teachers should grasp the sentences related to the author's description of the snow in the south and the north as "trigger points", and work with students to train imagination to make sentences according to the sentences "Snow in the south (new moon) _ _ _ _ _ _ _, (fill in the characteristics of the snow you see (allow imagination to play)". Then, the teacher asked the students to give full play to their imagination and creatively describe the snow scenes in the south and the north; Then discuss and communicate in the study group, and select the students who describe more successfully to participate in the class communication. Example: The snow in the south is beautiful and full of vitality. Look at the blood-red camellia, plum blossoms hidden in white, deep yellow wintersweet and cool green grass. What a colorful world, how can people not yearn for it? There is also Lohan Xue's "Sitting on Snow Red Lips". What a poetic image, that is the innocent childlike innocence of children. The snow in the north is rough, puffed up and flying vigorously, like a fighter plane, which is daunting. You see, after landing, the snow in the north is very different from the quiet snow in the south. She is destined to be a rebel, restless and restless. As the strong wind swept the whole world, she was like sand and powder. Every time a strong wind blows, they rush to another unknown. They sparkled in the pale sun and danced wildly. If we call our world a "white desert", what flies in the air is undoubtedly a large piece of "white sand", which permeates and flies in the whole world. They are bound to break the dreary air. They struggle and dance desperately until the wind stops. They were quiet for a while and waited. There are many such wonderful student clips, so I won't list them one by one. In a word, in the whole process of creation and communication, the students are full of enthusiasm and high spirits, and the speeches are also very wonderful. Therefore, according to the materials in this paper, descriptive sentence-making training plays an important role in stimulating students' interest in learning and cultivating students' imagination and creativity, and most articles in Chinese textbooks have many beautiful places, which also provides us with the possibility of this training method. Practice has proved that making full use of language training means plays a great role in cultivating students' quality and ability and improving the efficiency of Chinese classroom teaching. Through this practice, students can not only deepen their understanding of the text content, but also cultivate their imagination. In a word, imagination is an ability and an important part of intelligence. In Chinese teaching, teachers should be good at seizing the opportunity to stimulate students' imagination, seize the opportunity to create situations, provide associative clues, and do everything possible to give students wings of imagination. This will not only help students to deeply understand the content and expression methods of the articles they have learned, cultivate students' good creative thinking quality and strong creative ability, but also effectively improve the quality of Chinese teaching, so that Chinese subjects can be truly invincible in school education. As the saying goes, "there is no fixed method for teaching." There are more scientific and effective ways to cultivate students' imagination. I will study, explore and accumulate in the future teaching practice. In order to cultivate students' imagination, I should pursue it tirelessly!