Image thinking is an important part of Chinese teaching content and the basis of language expression. However, the current Chinese language teaching ignores the characteristics of the relationship between image thinking and language, and ignores the cultivation and training of image thinking. The result will inevitably affect the understanding of the content of the article, the understanding of the language and structure of the article, and affect the listening and speaking in the teaching process. , reading and writing training, ultimately affecting the quality and effect of Chinese teaching. 1. Use a variety of visual and intuitive teaching aids to create rich and colorful teaching situations. Without a teaching process based on diversity and richness, it is impossible to cultivate students' innovative spirit and innovative thinking. The use of a variety of visual and intuitive teaching methods in reading teaching and the creation of rich and colorful teaching situations are conducive to the coordinated operation of abstract thinking and image thinking, thereby effectively promoting the development of students' thinking ability. The following methods can be used: 2. Reciting to music. For example, when learning the lesson "Petrel", students can first listen to the music recited, feel the momentum of the language of the article while listening, imagine the proud flying posture of the petrel between the dark clouds and the sea, and appreciate the petrel's "let the storm come more violently" heroic spirit. When students close their eyes and listen to the music recited, many vivid pictures will appear in their minds, which achieves the purpose of cultivating students' image thinking ability. 3. Use courseware. For example, when studying the poem "Ode to the Yellow River", students have never seen the Yellow River with their own eyes, so it is difficult to imagine the majestic, unstoppable momentum and power of the Yellow River through language and words. At this time, you can use multimedia to play relevant videos and pictures, and play the song "Ode to the Yellow River". This combination of audio and video will unfold a grand and majestic picture in the students' minds. At this time, the poet's emotional students who regard the Yellow River as their mother can easily understand. Such teaching effects are all due to the use of audio-visual teaching methods. Therefore, the timely and appropriate use of audio-visual teaching methods will inspire students' imagination, which is very beneficial to improving students' image thinking ability and improving teaching efficiency. 2. Pay attention to the design of divergent problems and guide students to think from multiple angles. Divergent thinking is essentially creative thinking. It has diversity, flexibility, uniqueness and other special features. For example, the lesson of "Shang Zhongyong" can be designed like this Questions: Such divergent questions not only allow students to realize that there are many reasons for Zhongyong's tragedy, but also allow students to realize the importance of acquired learning, and also cultivate students' ability to think from multiple perspectives. For this type of divergent problem, the teacher's desired goal should be for students to generate as many, as new, as original, and as complete ideas as possible. Students' answers may exceed the teacher's presets. Although these thinking results may not be perfect, they can show the enthusiasm and creativity of students' thinking. 3. Pay attention to the training of combining reading and writing to train students' ability to think in images and express in language. Works with strong story-telling give people ample room for imagination and allow students to practice continuing to write texts, which is an important way to cultivate students' ability in image thinking and language expression. A good way. For example, after learning "That Tree" you can write "When the Last Tree Falls", and after learning "Kong Yiji" you can write "Kong Yiji's Death Monologue". Of course, writing this type of article must help students understand the text thoroughly. At the same time, teachers also need to give appropriate guidance in the initial stage of training. Practice has proved that students have huge potential and rich imagination. The students changed persons and virtual characters in their compositions. Some virtual storytellers served as story narrators, and some used two characters in the original text as narrators alternately. The writing style was flexible, ups and downs, and the content was substantial. The characters' personalities were also reflected in the details. highlighted in the depiction. Therefore, we believe that proposition composition combined with texts is a good way to train students' creative imagination. From a psychological point of view, the generation of creative imagination depends on conditions such as prototype inspiration, positive thinking, and inspiration. The original text that generates the composition proposition becomes an inspiring prototype for students to transform old representations into new images. To develop students' creative imagination, we must encourage students to "seek differences", "innovate" and "go out of the way". 4. Use the text as a blueprint, conduct variant training, and realize the connotation of the article. The charm of the text is potential and needs to be fully explored by teachers. How to make the artistic images in textbooks truly appear in students' minds? The design of teaching links is particularly important. Teachers can try to change textbooks into scripts and turn the classroom into a theater. For example, the lesson "Tang Ju Fulfills His Mission" can be compiled into a textbook drama, allowing students to freely interpret it based on their understanding of the characters. The King of Qin, who was arrogant and violent, fierce in appearance and inwardly inwardly affectionate, and Tang Ju, who was righteous and strong-willed, were brilliantly presented in the classroom by the students. Textbook dramas are very popular among students. The existence of dramatic factors such as stage background, character language, movements, expressions and props gives students more space to interpret the text, show their talents, and understand the text image. Through variation training, students can not only understand the connotation of the text faster and more deeply, but also promote the further development of their image thinking. In the new historical period, Chinese teaching must break the traditional teaching model and create a new way of Chinese teaching reform. This is the glorious and sacred mission given to each of our Chinese teachers by the times.