The "Chinese Curriculum Standards" point out: "While developing language, we must develop thinking skills, stimulate imagination and creative potential." Imagination is the bud of students' creativity. Psychological research proves that in the early school age, Children's psychological development is in the golden period of imagination cultivation. At this time, if appropriate means are used for regular training, it will get twice the result with half the effort. Teachers should make full use of the main classroom position in teaching practice, take advantage of the situation, and strive to explore various favorable factors in teaching materials to cultivate students' imagination.
1. Use text illustrations to inspire imagination
In lower and middle grade texts, illustrations are often used together with text to formulate learning pinyin by looking at pictures, recognizing words by looking at pictures, and learning words and sentences by looking at pictures. , look at pictures to learn text, look at pictures to talk and other teaching content. I use the text illustrations to guide students to read the pictures carefully, read more and think more, and inspire them to imagine boldly and make the illustrations move as much as possible. For example, in the teaching "Little Painters in the Snow", students are guided to use words and pictures to imagine, think about the scenes of small animals playing happily, and talk about other "little painters"? What will they draw? This not only extends the content of the text, but also enhances students' interest in learning and effectively cultivates children's imagination. Another example is when teaching "From Now on", for the three illustrations of the owl, the kangaroo and the little monkey when they were kings, I guided the students to imagine based on the illustrations how everyone talked after the owl gave the order, and how everyone worked hard to practice jumping after the kangaroo took office. , how everyone cheered when the little monkey became a big queen; when teaching "Precious Silence", based on the text illustrations, students were guided to imagine the demeanor and psychological activities of the children in the classroom at that time. Through such training, it not only improves students' imagination, but also activates the classroom atmosphere.
2. Guide emotional reading and stimulate imagination.
Teaching texts in lower grades requires reading more and speaking less. Guiding reading aloud should not only guide students in reading skills, but also guide students to enter the country emotionally and express their thoughts and feelings through reading aloud. When I teach "Lotus", I read out the beautiful tone of the full text through emotional reading, allowing students to feel the beauty of nature, and encourage students to boldly imagine: "There are so many lotus flowers, one after another." - —What are their postures? "I suddenly felt like I was a lotus, wearing snow-white clothes, standing in the sunshine." - Be a lotus fairy and tell everyone what stories are happening around you? Some students said: I heard someone talking on the shore. They said: "What a beautiful lotus! I really want to pick it home." "You can't pick it. The lotus is for everyone to appreciate! And it can also form lotus seeds in the future." !" Some said: I heard Miss Feng say: "Wow! What a beautiful lotus! Let me let them dance happily!" So the lotus danced with Miss Feng. Others said: I heard the voice of the water in the pool: "Look! How beautiful the lotus growing above me is!" Their creativity and imagination are amazing.
3. Seize the gaps in the text and enrich your imagination.
Good writing is like calligraphy. Sometimes it is airtight, and sometimes it is sparse and can be distracted. The author often intentionally does not explain his meaning clearly and leaves a "blank" deliberately for readers to figure out. Or, due to the need of expression, he omits some content and leaves a "blank". In teaching, teachers should make good use of these "empty spaces", skillfully stimulate students' imagination, and use creative talents to fill these "blanks" with bright colors. In the lesson "Snow Child", there is no direct expression of how Snow Child rescued the little white rabbit, leaving room for students' imagination. I seized this gap to inspire students to imagine, practice speaking, and experience Snow Child's bravery and kindness. "Go By Yourself" writes, "After a few days, the duckling learned to swim." "After a few days, the eaglet learned to fly." What difficulties the duckling and the eaglet will encounter in the learning process are not included in the article. Description, I guide students to expand their imagination and fill in the blanks. There are still many texts with artistic blanks like this in primary school textbooks. The key depends on whether our teachers can actively explore and push students' thinking to a climax, so that the reading teaching classroom can radiate bright brilliance.
4. Guide imitation and adaptation and expand imagination.
There are many beautiful children's songs in lower grade textbooks. They have distinctive imagery. On the basis of students' understanding of the main content of the poems, students can imitate them and start association and imagination, so that they can gradually Enter the realm of poetry.
After learning "Listen to the Voice of Autumn", I used the text content as an example to practice imitation. The sparks of students' thinking were easily polished. The effect surprised and gratified me. For example:
Listen to the sound of autumn,
The willow tree bends down and takes off its old clothes,
"Swish", "swish"
That is a telegram sent to winter
Listen to the voice of autumn,
The little ants are moving,
"One or two", " One or two”
Blowed the horn of winter.
Listen to the voice of autumn,
The little sparrow is standing on the wire calling friends,
"Chirp", "Chirp"
Listen to the sound of autumn,
The little frog digs a hole harder,
"Quack", "Quack"
It is a song to say goodbye to summer. rhyme.
The sound of autumn,
in the eyes of children,
in the woods,
in the orchard,
In the farmhouse’s granary,
In the joy of every harvest!
That is the note of autumn.
During teaching, I also guide students to rewrite different types of texts, such as: rewriting common poems into narratives; rewriting scientific fairy tales into expository texts; according to the plot of the text story, let it take its course and imagine the results. Continue writing, etc., so that students can turn their recurring memories into creative divergent expressions, allowing their sparks of wisdom to burst out brilliantly with the help of imagination.
5. Combining exercises with teaching to cultivate imagination
If we can seize the opportunity to let children create, on the basis of observation and based on children’s existing experience, we can provide opportunities for imagination. , allowing students to combine into new images, and students can feel the joy of growth in creation. The children in my class wrote imaginative compositions such as "I am a little bird", "How I want to have a pair of wings", "Under the Sea", "If I had a Ma Liang's magic pen", "The Bridge of the Future", etc., and their enthusiasm for creation is high. I refused to put down my writing. Looking at their exercises, I deeply felt the children's aura, understanding and creativity, and the students' thinking activities entered the best psychological state.
Einstein said: "Imagination is more important than knowledge, because knowledge is limited and imagination summarizes everything in the world, promotes progress, and is the source of knowledge evolution. Strictly speaking, Imagination is a real factor in scientific research." This passage sums up the role of imagination brilliantly. Imagination is the messenger of wisdom. Chinese language teaching must pay attention to the cultivation of students' imagination and provide students with a sky for thinking.