First, the use of text illustrations to stimulate imagination
In the texts of junior and middle schools, illustrations often form teaching contents such as learning pinyin, reading, learning words and sentences, learning literature and speaking with pictures. With the help of text illustrations, I guide students to look at the pictures carefully, see more and think more, inspire them to imagine boldly and make the illustrations move as much as possible. For example, teach the Little Painter in the Snow, guide students to expand their imagination with words and pictures, think about the scenes of small animals playing happily, and talk about other "little painters". What can they draw? This not only extends the content of the text, but also improves students' interest in learning and effectively cultivates children's imagination. For example, when teaching from now on, aiming at three illustrations of an owl, a kangaroo and a little monkey when they were kings respectively, I guide students to imagine how everyone talked after the owl gave the order, how everyone tried to practice jumping after the kangaroo came to power, and how everyone cheered when the little monkey became the queen. When teaching Valuable Silence, according to the text illustrations, guide students to imagine the children's demeanor and psychological activities in the classroom at that time. Through such training, students' imagination is improved and the classroom atmosphere is enlivened.
Second, guide emotional reading and stimulate imagination.
Read more and talk less in junior text teaching. To guide reading, we should not only guide students from reading skills, but also guide them to enter the state and express their thoughts and feelings through reading. When I was teaching lotus flowers, I read the beautiful tone of the whole text through emotional reading, so that students can feel the beauty of nature and encourage them to imagine boldly: "There are so many lotus flowers, one by one." -What are their postures? "I suddenly feel like a lotus, wearing white clothes and standing in the sun." Be a lotus fairy and tell everyone what is happening around you. Some students said: I heard someone talking on the shore. They said, "What a beautiful lotus! I really want to take it home. " "Can't pick, lotus is for everyone to enjoy! And you can form lotus seeds in the future! " Some said, "I heard Miss Feng say," Wow! What a beautiful lotus! Let me let them dance happily again! " So Lotus danced with Miss Wind. Others said: I heard the sound of water in the pool: "Look! How beautiful the lotus grows on me! " Their creativity and imagination are amazing.
Third, grasp the blank in the text and enrich the imagination.
A good article is like calligraphy, sometimes it is impenetrable and sometimes it can be taken lightly. The author often deliberately leaves the meaning unclear, leaving a "blank" for readers to ponder, or omitting some content to leave a "blank" because of the need of expression. In teaching, teachers should make good use of these "sparse" points, skillfully stimulate students' imagination, and add bright colors to these "blanks" with creative talents. In the lesson Snow Boy, there is no direct expression of how Snow Boy rescued the white rabbit, which leaves students with room for imagination. I seize this blank, inspire students to imagine, practice oral English, and experience the bravery and kindness of Xuetong. "Go by yourself" wrote, "After a few days, the duckling learned to swim." "A few days later, Kitty learned to fly." What difficulties ducklings and eagles will encounter in the learning process is not described in the article. I guide students to expand their imagination and fill in the blanks. There are still many blank texts like this in primary school textbooks. The key is whether our teachers can actively explore, push students' thinking to a climax and make the classroom of reading teaching shine.
Fourth, guide imitation and adaptation, and expand imagination.
There are many beautiful children's songs in junior high school textbooks, with vivid images. On the basis of understanding the main content of poetry, students can imitate, associate and imagine it, thus gradually entering the beautiful situation of poetry.
In teaching, I also guide students to rewrite different types of texts, such as: rewriting common poems into narratives; Scientific fairy tales have been rewritten into expository texts; According to the plot of the text story, follow the natural imagination and continue to write. Let students turn their recurring memories into creative divergent expressions, and let their sparks of wisdom come out brilliantly with the help of imagination.
Fifth, combine exercise teaching to cultivate imagination.
If we can seize the opportunity of children's creation and provide an imaginary opportunity on the basis of observation and children's existing experience, so that students can combine into a new image, students can feel the joy of growth in creation. The children in my class wrote imaginative compositions, such as I am a bird, how I wish I had a pair of wings, what I saw at the bottom of the sea, if I had a magic pen from Ma Liang, a bridge in the future, etc. Their creative enthusiasm is so high that they refuse to stop writing and reading 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 sums up 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 brilliantly summarizes the role of imagination. Imagination is the messenger of wisdom, so Chinese teaching must attach importance to the cultivation of students' imagination and raise the sky of galloping thinking for students.