First, the training of imagination.
Thinking in images is an artistic way of thinking, which takes images, imagination, display and description as the forms of thinking. Representation is the direct reflection of objective things in the human brain, while image is the rational understanding of the image and the dynamic understanding of the object by the thinking subject, which has deeper and wider content than abstract concepts; Imagination is a process in which the thinking subject actively processes the combined image to form a whole image that can be displayed and described. Display and description are thinking activities in the process of describing images with language. It is not difficult to see that imagination plays a key role in many forms of thinking in images. Therefore, to develop students' thinking ability in images, the focus should be on the improvement of imagination.
(A) training students' imagination in reading and retelling. A good reading process itself is a process in which readers recreate their imagination and gestalt. According to the revealed language symbols, readers arouse and mobilize the relevant images in memory, and after induction and combination, the images described by the author emerge in their minds, from which they can gain aesthetic feelings. For example, in the reading process of Xin Qiji's "Qingpingle Village Residence", with the help of teachers' intonation, expressions, gestures and movements, various representations of rural life in students' minds are stimulated and mobilized, and a picture of quiet, peaceful and warm rural life is edited and indicated. The more concrete and clear this image is reproduced in the reader's mind, the more profound and subtle it will be to experience and understand the feelings and situations conveyed by the works, and over time, it will certainly enhance the reader's ability to recreate imagination. However, as a composition guide, we can't stop there. We must further advocate and encourage students to mobilize the accumulated memory representations, combine personal experience and understanding, strive to enrich and constantly improve the recreated images displayed in their minds, and try to repeat them in accurate and concise language, or orally or in words, so as to consolidate and strengthen the ability of recreating imagination.
(2) Train students' imagination by looking at pictures and writing. Writing by looking at pictures can not only exercise observation ability, but also develop imagination ability. It can mobilize the accumulation of personal related images and infiltrate personal corresponding life experience, thus changing static into dynamic, plane into three-dimensional, fragments into continuity, silence into sound, and resorting to words, making it an independent, complete and vivid article. For example, there is a cartoon: a middle school student is studying hard at his desk under the lamp. Beside him, the mother sat on a small stool and carefully washed the feet of the children who were studying hard. The picture is simple. If limited to the limited information displayed on the screen, there seems to be no "story" to write. When teachers consciously inspire and guide students, once they open the strong life feelings they have experienced and the image reserves they have contacted, good articles with ingenious ideas and unique imagination will come out. A student wrote an essay entitled "Another Helpless Night": Zhang Qiang put down his rice bowl, "dragged his feet and slowly swayed to the living room to watch TV for a while", and listened to his mother shouting "Go to school"; In the middle of the night, my mother brought hot water and asked with concern, "study hard and stick your feet out"; After washing my feet, my mother gently advised me to "study hard". "Zhang Qiang sighed deeply, but the black words on the white paper crawled into his eyes." Some students put forward their own propositions "for the mother's wish" and "sacred mission", which expressed the imagination and understanding of practitioners from different angles. In the teaching of composition by looking at pictures, teachers should choose pictures with concise pictures and rich connotations, leaving students with a broad space for re-creation.
(C) the use of visualization training to cultivate imagination. The so-called visualization training requires students to transform some abstract concepts, thoughts or emotions, such as "quiet night", "early spring", "greed", "pride", "fatigue" and "get carried away" into intuitive, concrete and vivid verbal expressions. This kind of training is best combined with composition evaluation. For example, commenting on the exercise "Rigid Dad", the composition says that "Dad" has caught thousands of pounds of fresh fish online from the contracted fish pond after a year of hard work, and he is "too happy to know what to say". The teacher pointed out in the comments: What will "music" be like? Students are required to expand their imagination and visualize it. Soon, the composition came out: "I remember that day, my father was so happy that he didn't know what to say when he saw lively fish everywhere in the laundry basket and bucket." He held an unlit cigarette in his mouth, lifted the chubby grass carp for a while, licked the carp with red head and yellow tail and sang softly. " The composition says that the fishmonger tried to buy "Dad's" fish, and "the fishmonger asked Dad to buy fish in a flattering way". The teacher also seized the opportunity to comment: What will the expression and language of "flattery" look like? The students mobilized the image storage and changed the text: "The fishmonger walked up to his father with a big smile, handed him a brand-name filter-tip cigarette and approached to light his father. Then he coughed twice and said,' By the way, you are rich. More than 3,000 kilograms of fish, more than 3,000 yuan! Others pay 85 cents.