Observe real life and stimulate related imagination.
No matter what kind of imagination is inseparable from reality, imagination without reality is empty. For example, fairy-tale imaginary composition is to express one's understanding of the world by using animals instead of people according to the characteristics of primary school students' love for animals. This composition is actually a representation of reality.
In the composition exercise of Volume 9 "Accumulation and Application VII" in a six-year primary school, let the students imagine the future and write an exercise. This imaginary composition about future life is more difficult for students. What is the future like? Except for some science fiction films and novels, students are abstract and don't know what to write. In fact, these imaginations are closely related to our real life. Yes The present world is a colorful world, and primary school students should use their imagination to describe the future world and colorful life when writing. However, today's primary school students often feel at a loss when writing imaginary compositions. How can students write and talk about their imaginary compositions?
Observe real life and stimulate related imagination.
No matter what kind of imagination is inseparable from reality, imagination without reality is empty. For example, fairy-tale imaginary composition is to express one's understanding of the world by using animals instead of people according to the characteristics of primary school students' love for animals. This composition is actually a representation of reality.
In the composition exercise of Volume 9 "Accumulation and Application VII" in a six-year primary school, let the students imagine the future and write an exercise. This imaginary composition about future life is more difficult for students. What is the future like? Except for some science fiction films and novels, students are abstract and don't know what to write. In fact, these imaginations are closely related to our real life. Can guide students to observe frequently. For example, once the current house is built, it will be fixed. Imagine that the future buildings are composed of assembled parts, which are combined according to different needs, so as to meet the needs of different people and facilitate relocation and movement. When you see that there is only one school playground, and its space is too narrow, can you imagine that there will be two kinds of playgrounds in the future, underground and air, which will be opened back and forth by elevators ... These more convenient and perfect things that people pursue in reality can be boldly imagined in terms of their appearance, shape and function, so how much space will be displayed in front of students!
Combine the content of the text and recreate the imagination.
The text is an example of students' writing. It is an effective way to recreate imagination by making full use of text resources and combining text content to let students practice imaginative compositions such as rewriting, continuation and expansion.
For example, in the article Fanka, when Fanka sends a letter hopefully, can Grandpa receive it? How will grandpa miss Fanka in the country? What will happen to Xiao Fanka in the future? Let students imagine and continue to write stories that conform to the development of things, which not only deepens the understanding of the content of the text, but also activates the spark of students' imagination.
In addition, it can be supplemented or expanded according to the illustrations in the text. Qiu's illustration by my comrade-in-arms is the image of Qiu in the fire, and Qiu's great pain when he was burned by fire is described through my psychological activities. So what will Qiu's psychological feelings be like? It can guide students to observe his words and deeds and imagine.
Fill some gaps and establish an overall image.
It is also an important means to improve students' imagination ability to select some related things or words in teaching, so that students can understand and fill in the gaps. For example, draw several different small animals, let students tell the relationship between them according to their own thinking, imagine what kind of stories will happen between these small animals, and then perform oral performances, thus stimulating students' childlike interest and making their imagination more active. Or just write down a few words and ask the students to make up a story and use these words. This kind of fill-in-the-blank training can gradually improve students' imagination.
2. Look at the pictures and write, and give full play to your imagination. It will rain. In the distance, the mountains are continuous and the trees are tall and vigorous. Brother Swallow said to Sister Swallow, "Sister, we are too tired to fly like this. Let's fly lower. " Sister Swallow said, "Well, let's eat more bugs."
In the pond, the little fish said to his mother unhappily, "Mom, I'm so bored that I can't breathe!" " Mother Fish said, "Then you and your mother jump into the sea to get some air!" " "The little fish agreed, and he jumped into the sea with his mother. There were two splashes on the sea, and the little fish said, "Now, I feel much more comfortable."
On the hillside, three little ants are moving. The one in front is carrying a bag of grain, and the two little ants in the back are carrying a small box. The one in front said, "Come on, guys, let's find a new home as soon as possible!" " "Another ant said," well, come on! "
After a while, the rain began to pour down.
3. Ask for a composition, and I will give you 500 points if it is well written. Please give full play to your imagination and say, "If I read Gulliver's travels at home in the morning and happen to see his experience of coming to Lilliput, I can't help but sigh," Lilliput is so interesting! However, just reading the words and illustrations in the book doesn't feel as good as having experienced it yourself. What will happen to me if I come to lilliput? If only I could really come to Lilliput! "I was thinking, suddenly a strong wind blew me up. I can't see anything, but I feel spinning, spinning. ...
When I opened my eyes, I found that I was no longer at home. I looked down and saw several two-inch-tall little people staring at me with malicious intent. I felt strange, so I squatted down and took a closer look. I saw that they were all wearing gold clothes and silver shorts, and red words were printed on their clothes. Unfortunately, I can't see clearly, so I have to pick up one of the little people and look carefully. At this time, I saw several other little people run away like a gust of wind. I looked in front of the clothes of the villain, and it turned out that it was printed: Residents of Lilliput. I paused. "Have I really been to Lilliput?" I was thinking about it when suddenly many little people came running. I looked intently and saw that each of them was still holding a thumbtack! Is this their arrow? ) Seeing this scene, I knew they must regard me as an enemy! I thought about it, took out a few sweets from my pocket, peeled off the candy paper and put it in front of them. One of the little people approached a candy curiously, licked it with his tongue, then mumbled to his companion for a while, and then made a gesture of "please" with his hand. I looked in his direction and there was nothing in front of me. But I still walked in that direction, unable to resist my curiosity. Walking around, something has changed. ...
Three-inch-high trees are planted on both sides of Lilliput, surrounded by one-meter-high buildings. Moreover, Lilliput is still very quiet, and there is no noise at all! (It should be that the voice of Lilliput is too small for me, the "giant", to hear.
Slowly, I came to the palace of Lilliput.
The king of Lilliput wants to buy me a coke, and I motioned for ten. Soon, his expression changed from smile to surprise. However, he told his servant to bring me ten bottles of coke. And when I drank all the coke in one gulp, the king's expression changed from surprise to dumbfounded.
I want to go home after staying in lilliput for a while. When the king knew it, he gave me a lot of things. At this time, I felt the sky was dark and the ground was spinning, which made me unable to open my eyes.
When I opened my eyes, I was home. I said with satisfaction, "Wow, that's amazing!" At this time, I glanced at my hand and didn't see what the king of Lilliput gave me! Ah! No, that ... isn't that true? Am I dreaming? If I come to Lilliput, ...
Boy, I don't support you. It's a lie.
4. Continue to write a primary school composition, use your imagination and explore the squirrel's adventure, with more than 400 words.
Class 3, Grade 3, No.3 Primary School, shuangliao city, Sun Jiahe
One day, the little squirrel saw some beautiful balloons, so the little squirrel stole three balloons.
Balloons are too light, squirrels are too light. The balloon suddenly drifted to a very cold place with the squirrel. The squirrel said, "It's too cold, too cold!" " "The little squirrel saw a big white bear. The little squirrel asked, "What animal are you? ""I am a polar bear. " "You are so beautiful. Can you take me home? The polar bear replied, "We polar bears can do anything. Where is your home? The little squirrel replied, "I don't know. It's in a big, big forest anyway." "
The polar bear said, "I happen to know where it is." So the polar bear sent the squirrel back to the forest. To thank the polar bear, the little squirrel gave it a balloon and said, "Bye-bye."
The little squirrel is gone. He felt lost, but he kept walking. He saw a bird. The little squirrel asked the bird, "What's the matter with you?" "I fell from the tree and I want to go up." "I'll give you a balloon and see if you can go up." "I am coming up, I am coming up." The bird told her mother, and her mother flew down to thank the little squirrel and said, "What can I do for you?" The little squirrel said, "I'm lost." I want to go home. " Mother bird said I would take you out of this forest. Walking, mother bird said, "You have walked out of this forest. Going forward, you will find a bigger forest, which may be your hometown. " The little squirrel quickly said, "Thank you." "You're welcome."
The little squirrel went to see mother rabbit's shop again. It said, "Great, I finally went home." It saw a child and gave him a small balloon. The little squirrel told the whole story, and his mother forgave him.
The little squirrel will never do such a thing again next time.
5. Give full play to your imagination. If there is no gravity (not less than 500 words), just for the record, I collected this answer for you on Sina. If there were no gravity on the earth, would everything on the earth be the same as it is today? Have there been any changes in human life and production? If you want to know the answers to these questions, please follow me to visit the "weightless earth"! When we stepped into the "weightless earth", we found that everything here was completely different from the earth. First of all, there are no roads, railways and rivers, so there are no cars, trains and ships, because people here are all "Peter Pan", and they can fly romantically in the air like birds. What floats in the air here is not unpredictable white clouds, but water polo floating in the wind, which has become a paradise for people. You can also swim in it. What is even more strange is that people here are all "Hercules", and their "strength" is great enough to lift anything that can be lifted. This is a good skill. When they want to move, they can "leave their hometown" as the idiom goes. Moreover, they can also carry things like houses on their backs, so that a hero doesn't have to worry about moving, and there is no need in the factory. As long as one or two porters are invited, the problem can be solved. Although "gravity-free earth" has the above advantages, it also has many disadvantages. First, it is extremely inconvenient to eat there. All food should be put in a container similar to toothpaste. When eating, food will escape if you are not careful. Secondly, the air pollution here is extremely serious. Air pollutants are just toxic gases and a lot of dust, big stones and residues, so people have to be fully armed when traveling-wearing "armor" and "iron helmet", and they should also wear "dust masks". Only in this way can people not be hurt by "flying stones" and "blocked" by dust. Even more helpless, everything must be fixed on the ground. Among them, the most troublesome thing is the waste and domestic garbage in the factory. If we don't treat them well, the earth will be full of rubbish. I have introduced a lot about the "weightless earth" above, but it is all empty talk, because when the earth really loses its gravity, its angular velocity will reach 0.039 radians per second, and then everything on the earth will do centrifugal motion, thus making the whole body, so I say "weightless earth"
6. How to make students use their imagination in writing? Primary school is the initial stage of cultivating students' writing ability. In writing teaching, we should pay attention to cultivating students' observation ability, thinking ability, expression ability and creativity.
To improve primary school students' writing level, we should not only let them accumulate the words and phrases they should write, but also cultivate their imagination. With rich imagination as the basis of writing, the articles written can be more innovative and vivid. So how to cultivate students' imagination in the process of reading and writing? 1. Stimulate writing interest and expand imagination. According to the research of space psychology, interest is a special tendency of consciousness and an important subjective reason for motivation. Only strong interests and hobbies can generate unlimited enthusiasm.
The same is true of writing. Students' strong interest in writing training is the greatest success of composition teaching.
But primary school students often hate writing, think that writing is boring, there is nothing to write, and they are not interested in writing. Therefore, in Chinese teaching activities, teachers effectively stimulate students' interest in writing, which is the key to improve students' writing ability.
Teachers can guide students to be conscientious in life, pay attention to accumulation and feel in writing. They can also encourage students to imitate and make them feel that writing is not difficult. In the teaching process, teachers can change the venue according to the needs of the classroom (or playground or laboratory, or even create a space conducive to imagination).
Reading is a process of thinking while reading, so we should develop the habit of thinking while reading. Homework is also to insert the wings of imagination, think about things of interest in detail, and create an atmosphere for students with their own language, body movements and multimedia.
Guide students to give full play to their imagination, expand imaginary things from ancient and modern Chinese and foreign examples, and choose things they are interested in to express their thoughts. In short, teachers should try their best to help them overcome "psychological barriers" in teaching, create a relaxed and interesting atmosphere for homework, and let students unconsciously arouse their desire for homework.
Second, the application of multi-sensory observation, the premise of cultivating students' imagination is to cultivate their in-depth observation. To cultivate pupils' good observation ability, we should first pay attention to knowing why we should observe before observing. Do you know what the main observation is? In order to let students know in advance, strengthen the selectivity of perception, and focus on the aspects that must be observed.
Secondly, students must master the methods of observation, such as the combination of order, wholeness and detail. Thirdly, in the process of observation, let students have as many senses as possible to participate in activities, and use multi-sensory observation such as vision, hearing, touch and smell to obtain various perceptual knowledge and improve its accuracy and profundity.
In essence, observation is a purposeful, planned and prepared perception. Imagination can only be produced on the basis of perceptual materials, so the premise of cultivating students' imagination is to pay attention to cultivating students' observation ability.
For example, when I was teaching the second volume of two poems "Childhood Ink Painting" to fifth-grade children, three paintings were presented to our classmates, namely "Street", "Stream" and "River". I asked the students to read this poem carefully, choose the paintings they are most interested in, observe the scenes revealed by the author, and choose the paintings they are most interested in for analysis.
The students raised their hands one after another, and some said that in the poem "Street", they saw a little boy reading "Water Margin" in the street, and his mouth slightly rose. He likes the stories in the Water Margin. In the street, I seem to hear that the street is so noisy, but it is so quiet in that child's little world. How fascinating reading should be! After hearing this, I spoke highly of this classmate. He observed carefully and used his imagination to explain the painting well.
Some students cited the example of a boy fishing by a stream. In order to catch fish, he sat motionless by the stream and didn't even dare to catch his breath. Even the dragonfly stopped on the fishing rod. When he caught the fish, he heard the laughter on the grass, as if he heard ... The children made these three ink paintings more vivid by observing the information revealed in imaginary poems and combining their senses. Another example is Grassland, which regards the sheep on the grassland as "big white flowers" embroidered on the endless green carpet; Compare the motionless steed and bull to adults, saying that they "seem to recall the infinite fun of grassland"; Compare this river to "a belt as bright as glass"; Compare the welcoming crowd flying on the mountain and wearing bright colors to "a rainbow is coming towards us" and so on.
Through observation, such a thought, the picture will come alive, with the help of imagination, the understanding and feeling will be more profound, and the content of the written article will be more abundant. Third, practice writing with words to enrich your imagination. Many articles in Chinese textbooks leave a lot of room for imagination, which can be well used to guide students to use their imagination to write articles.
This way can not only stimulate students' imagination, but also cultivate students' strong interest. Xiao Fanka in Fanka can be said to have struggled to get a pen and paper to write a letter to Grandpa, but the letter never reached Grandpa because he forgot to write his address in the country.
Here, I will ask the students in due course: "Can Fanka's letter be sent to Grandpa?" Why? What happened afterwards? "The students had a heated discussion about my problem. Some think it can't be sent, others think it will, because the postman who delivers the letter happens to know grandpa with this name on the envelope.
I asked them again, "What will happen if the letter really reaches grandpa?" What is the final result of Fanka? "I also assigned a task, continue to write a fan card. This writing practice pen transforms the reading experience into practice in time, and exerts imagination wisdom such as association, expansion and filling in the blanks.
As a result, many students give full play to their imagination and write well. Fourth, make up your own stories and refine your imagination. Contact active and imaginative pupils.
In the face of Chinese teaching under the new curriculum, imagination is so important. As a primary school teacher, we should always cultivate students' imagination and creativity, which not only embodies the requirements of the new curriculum, but also adapts to the requirements of the times.
Cultivate students' writing imagination and enjoy it. They like reading to children.