How to cultivate creative imagination in writing?

Stimulating students' imagination in writing teaching Calligraphy is the plastic art of lines, and it is also inseparable from imagination. The purpose of primary school writing is not to train calligraphers, but this kind of imagination is very important for developing students' thinking, inspiring students' writing comprehension and improving students' writing ability. 1. Prototype inspires and evokes imagination. For example, when I teach to write the words "umbrella" and "fish", I use pencil drawing to inspire students to reproduce the images of umbrella and fish in their minds: the "person" of "umbrella" should be written generously and cover the lower part like an umbrella cover. The two points in the middle are like the fulcrum of props. Don't write too long. The handle should be in the center of the umbrella. The word "fish" consists of fish head, fish body and fish tail. The fish head is shorter and smaller than the fish body. With my explanation, two tangible images of "umbrella" and "fish" are aroused in students' minds, which shortens the distance between writing and life, so that the herringbone head of "umbrella" will not be written very small, and "fish" will be written as a big head "fish". 2. Inspire and arouse the imagination. For example, when writing the word "Ji", I found that students always write the upper part of the word "Ji" very loosely, so I instructed students to pronounce the upper part of the word "Ji" as zhuī, which means short-tailed bird. "Ji" means many birds standing on the tree. If the left and right parts of the "Wei" are not compact, leaving a wide gap in the middle, which is equivalent to dividing the bird into two halves, then can the bird still be in the tree? The students burst into laughter at that time. In the laughter, the students spread their imagination wings and mastered the difficult word "Ding". Then I asked them to write "bold, accurate and difficult", and the word "Wei" on the right was very compact. Another example is to teach you to write "Chang", "Party", "Wo" and "Tea". When students write "difference" and "I", they ignore the proportional relationship between the upper, middle and lower parts. I humorously induced students to imagine: "The hole is big, but the hole is small. How can you keep a bird with a big mouth and a strong wind? " The students once again mastered the writing of these words in a pleasant atmosphere. 3. Guess evokes imagination. When teaching the word "lei", I am in no hurry for students to write. Let the students close their eyes and imagine: how to put three stones of the same size together smoothly? After meditation and reflection, the students raised their hands and answered: Among them, Zhang Lei spoke the best, and his imagination was very reasonable. He said: "The two' stones' in the lower part are flush on both sides, and the' stones' in the upper part are the most stable. My monitor and I often misplace the' stone' in this prefix, and the result is not good-looking, as if it were going to fall. I must write my name in the future. The whole class immediately burst into warm applause. After the students have the answers, I want them to write the word "Lei" according to their own imagination. This practice is conducive to developing students' imagination and creativity. Then, students can accurately write the words with the structure of "Jing, Sen, Jiu and Pin" without looking at the simulated words. With the help of classified literacy notation, students can not only master the accurate writing of "Lei", but also get inspiration from one truth and one hundred truths. 4. Observation evokes imagination. When students write the word "Lin", it is often easy to write the point of "wood" on the left as a touch with the left side of "wood". Although the teacher took pains to explain it repeatedly, it had little effect. When I teach students to write the word "Lin", I ask them to open the window and observe some trees nearby. Look at the lush leaves on both sides of the branches of each tree. The branches are thick and long, and the branches beside them are thin and short. After observation, the students' imagination of writing the word "Lin" is stimulated, and the abstract text symbols become concrete and vivid images. Students can draw inferences from others, and then master the middle strokes of the left and right structures to avoid each other. Teach students to write new words such as "village, birch" after me, and don't make mistakes. 5. Metaphor evokes imagination. For example, compare the words with the prefix "point, rain" to people's hats, which should be able to cover their heads; The characters in the upper and lower structure composed of "plate, earth and king" are compared to garters; Yan's figure painting is compared to the head of a silkworm at the beginning and the tail of a swallow at the end; Liu Ti copied Qing as Lan Ye copied it; The vertical hook of Liu body is compared to a floating goose hook; Compare the shape of "melon" to a morning glory; It is said that they are like lace, and they should surround the stamens in the middle; Metaphorically writing a slender figure as a dead snake hanging from a tree; A word written flat and short is compared to stepping on a toad, and a word written equally big is compared to a row of beads. These metaphors endow students with rich imagination, easily arouse their affinity for writing and deepen their understanding of the beauty of calligraphy images. Imagination is a child's nature. After a period of teachers' conscious enlightenment, students pay attention to observing life, accumulate rich life appearances, and form the habit of being diligent in thinking and association. Students' imagination will gradually develop and their writing level will be greatly improved. Cultivating students' imagination in text teaching. Chinese and foreign people have always emphasized the importance of imagination to human beings. Imagination is even described to the extent that "human beings have no imagination, just like birds have lost their wings". However, the old curriculum ruthlessly stifled students' imaginative thinking in many places, which led to students' rigid, rigid and lifeless thinking. The new curriculum standard clearly advocates independent, cooperative and inquiry learning methods, and bluntly "please shut up the teacher", which undoubtedly injects a breeze into the boring Chinese classroom and blows into the students' hearts, so that students finally have an imaginary sky. Han Yu said: "People are not born knowing, who can? "This shows that it is normal for students to have doubts; As the old saying goes, "If there is doubt, you can enter." This shows the importance of questioning; Einstein also said when introducing his experience after becoming famous: "I don't have any special talent, but I like to get to the bottom of it." "Today, the spirit of the new curriculum reform of' Shut the teacher up' and' Let the students question and solve doubts' has occupied the Chinese classroom strongly. Students' feelings about the whole article, some questions and doubts are all answered by themselves or their groups and classes. Students have greater rights to master the classroom and their enthusiasm for learning has also improved. For example, in the teaching of Dandelion, I first created a scene, posted maps of hillsides, rivers, lakes, deserts, forests and fields, and then asked the question "If you were a dandelion seed, where would you fall". After the students chose the right one, I followed closely and asked, "How time flies! Two years have passed. How is your life at this time? " Students began to imagine, and some said, "I am a seed that fell into the hillside." I took root there. Unfortunately, there is little rain, and I am very thin. " Some people say, "I am a seed that falls into the ground." Because I often bask in the sun and have a lot of water, I grow very healthy. " ... just a small question let students plug in the wings of imagination, they express their opinions and the class suddenly becomes active. It can be seen that in the current Chinese classroom, students dare to speak boldly and have no dignity to be a teacher; Without the teacher's big questions, students have more doubts; There is no standard answer, and students' answers are colorful. In this class, teachers are relaxed, efficiency is improved, and students' thinking is active. Who can say that this is not a credit for students to imagine the sky?

2. When reading texts, especially when studying literary works, it is an important way to learn Chinese to leave students with an imaginary sky and appreciate its beauty in reading. When teaching the article Spring to Meihua Mountain, I mainly use situational teaching method and reading comprehension teaching method. With the help of multimedia, I create situations, guide students to combine observation, imagination and reading aloud, so that students can fully read, closely follow the words, feel and feel, and fully and deeply understand the artistic conception and language beauty of Meihua Mountain. After the students read aloud cognitively and perceptibly, I will read the full text affectionately, and I ask the students to close their eyes. Students have described: some people "smell" the flowers; Someone "saw" the sea of people in Meihua Mountain; Someone seems to have seen the graceful swaying plum blossoms ... The pictures drawn by the students are different, but they are all beautiful. At this time, some students also want to read aloud and let other students close their eyes and imagine; Some students just read aloud on stage and express their understanding of the text with sounds, expressions and body language. A stone stirred up a thousand waves, and the whole class spontaneously stood up and followed suit. The atmosphere in the classroom is exciting. Students' imagination is cultivated by "thinking while reading, thinking while reading". 3. Leave an imaginary sky for students in the tempering of language and writing. First of all, teachers should be good at catching the sparks of students' inspiration and training immediately. Once a classmate recited the extracted sentence "The stars are like blinking eyes, and the moon is like a curved boat", so I decided to temporarily extend the activity time to let the students use their imagination and compare the stars and the moon. The students spoke enthusiastically and brilliantly, such as: the stars are like naughty children, the moon is like a kind mother, the stars and children are around the moon mother, listening to his touching stories; The stars are like sparkling gems, and the moon is like a big round jade plate. I have had many such experiences in teaching. Secondly, stimulate students' interest in class, and let students turn language into an image and three-dimensional sensible space. In the teaching of the article "West Lake", I ask students to draw a beautiful picture of the West Lake on paper with the help of imagination, that is, to enter the scene described by the author and better understand the content of the text. This method develops students' thinking in images, stimulates students' interest and is conducive to cultivating students' aesthetic feeling. In addition, let the students experience the beauty of language. When talking about the West Lake, let the students imagine that we came to the West Lake, facing the cool breeze, bathing in the morning glow, rippling on the lake and feeling the beauty of "paradise on earth". When I was studying my comrade-in-arms Qiu, I imagined myself beside Qiu, watching him die heroically in the fire for the victory of the whole battle. My heart ached and tears filled my eyes ... This not only stimulated students' interest in class, deepened their understanding of the text, but also cultivated their imagination. If you are a meteorologist, how can you make Chongqing, which is known as a stove, have a magnificent scene of "white snow fluttering and jade makeup"? These questions arouse students' interest, so that they can study the textbook more deeply. 4. In the unfolding of the story, students are left with an imaginary sky to guess, that is, in the process of reading, the unknown content is inferred according to the known content. The combination of guessing, reading and thinking enables readers to insert the wings of association and imagination. For example, in the teaching of the fairy tale Smith, I asked students to read a passage in pairs, then stopped to guess the development of the story, and then continued to read to see if their imagination was different from the author's, thus stimulating students' imagination. Sometimes, I will ask students to guess the content of the text according to the title of the text and exchange different results in the class, then read the text collectively and experience the exquisiteness of writing, and then exchange different experiences. 5. Leave an imaginary sky for students in comprehensive study. There is a brand-new content in Chinese textbooks under the new curriculum standard-comprehensive learning. Parallel to the reading text of each unit of this textbook, * * * isomorphic becomes a beautiful landscape. Giving full play to students' imagination in composition teaching is a process in which people independently create images in their minds according to certain goals and tasks, and it is an important content of creative thinking. It is also the difficulty of Chinese teaching to give full play to students' imagination to complete an excellent article. Therefore, it is extremely important to cultivate students' imagination in composition teaching. 1. Cultivate students' imagination by imitating nursery rhymes. There are many beautiful nursery rhymes in the basic training of junior middle school textbooks, and the images are vivid. On the basis of understanding the main content of poetry, students associate and imitate poetry, thus gradually entering the beautiful situation of poetry. I took the poem "Home" in the first grade textbook as an example and copied a similar poem. This result surprised and delighted me. The original poem is: the blue sky is the home of white clouds, the river is the home of fish, the soil is the home of seeds and the forest is the home of birds. We are the flowers of the motherland and the motherland is our home. The students' imitation is quite interesting and catchy. For example, the forest is the home of the tiger, the blue sky is the home of the sun, the sea is the home of the shark, and the hillside is the home of the grass. We are all good children, and the construction of the motherland depends on everyone. According to the children's song "Looking for Spring", students imitate "Looking for Summer", "Looking for Autumn" and "Looking for Winter" to play creatively according to the characteristics of each season, and the effect is good. Where is winter? In winter, in the snow, you ski and he has snowball fights. Winter girl quietly put the snowflake on the tree and looked at the world leisurely. Where is the frog? Frogs hibernate in holes. The little sparrow is standing on the branch, looking forward to the arrival of spring. The scenery here is so pleasant, it is the scenery of the north. 2. Cultivating imagination by writing fairy tales One day, I inadvertently asked my classmates, "Which of all your stationery do you like best?" The students expressed their opinions and explained in detail the reasons for their likes and dislikes. I saw them arguing endlessly, so I asked them to make up a fairy tale with this theme, named "The Argument in the Pencil Box". Writing such an article not only cultivates students' interest in writing, but also enhances their imagination. There is a book corner in the class, in which there are all kinds of books. Students like reading them very much, but they don't care enough about them. I asked my classmates to write a fairy tale "The book is angry". It is obviously beneficial to cultivate students' imagination to write some fairy tale articles properly. 3. Cultivate imagination by writing sci-fi articles. I have asked students to write "One day in twenty years" many times. I hope you can expand your imagination and imagine how your day will be spent from morning till night after 20 years. Many students write vividly and imaginatively. They imagined that at that time, in their own jobs, they used modern equipment and worked efficiently. Universal robot, just visiting machines, highways, skyscrapers, audio-visual classrooms, medicine for all diseases, laser scalpel ... I not only guide students to expand their imagination from a long-term perspective, but also like to guide students to expand their imagination from a broad spatial perspective. I asked students to write the article "Alien in My Mind", and let them develop the idea that there are high IQ aliens living on a star in the universe. They found that there are people on the earth, so they came to visit the earth. What do they look like? How did you visit the earth? Please use your imagination to write this article. The students' bold imagination exceeded my expectation. 4. Combine the text to train the composition and cultivate students' imagination. In composition teaching, in order to cultivate students' creative thinking, I often ask students to adapt, expand or train fragments according to the characteristics of the text. For example, after learning monkeys to plant fruit trees, students are required to write scripts and perform; After learning "Aquilaria Resinatum Saving Mother", students are required to imagine "dialogue between Aquilaria Resinatum and mother after meeting"; After learning the autumn in the Great Northern Wilderness, students are required to observe and imitate the autumn in their hometown. Of course, before writing this kind of article, the teacher must inspire students to think about the text from different angles, and don't follow suit. Practice has proved that students have great potential and rich imagination. Some of their articles written in combination with words are very humanistic and touching; Some enrich the plot, the characters have distinct personalities, and their own personalities are also highlighted in the details. Therefore, I think combining text with writing is a good way to train students' imagination. Imagination is like a fierce horse. There are usually three ways to treat it: some people who are used to following the rules, because they are afraid of causing any trouble, tie this fierce horse tightly, and as a result, their spiritual life, work and study are dull and stable. Bohemians left this fierce horse alone, but they couldn't tame it. They had to let it gallop and kick wildly, wasting a lot of energy, but it was difficult to become a BMW because of lack of control. Smart people tame this fierce horse, let it run according to its own will, let it go, let it go, and let it become a swift horse. As teachers, we have the responsibility to help students tame the wild horse of imagination and let it take off!