Keywords: imagination; Material basis; Knowledge structure
Imagination, which Marx called "the advanced attribute of human beings"; Einstein believed that "imagination is the source of knowledge evolution". This shows the importance of imagination and association. In composition teaching, imagination and association ability directly affect students' writing ability. Furthermore, the ability of imagination and association is the product of human long-term social practice and can be cultivated and developed. So, how to cultivate and develop students' imagination and associative ability in writing? I think we can start from the following aspects.
First, rich life experience is the material basis of imagination and associative ability.
Naturally, being well-informed and experienced can provide conditions for imagination and association, but it is even more difficult for us to be well-informed and experienced in the face of primary and secondary school students with different family education and different backgrounds and the uneven economic, cultural and life factors of each family. Therefore, in our usual Chinese writing teaching process, we should vigorously promote the "big Chinese" teaching, not stick to textbooks, but should integrate all aspects of society into it. For example, teachers encourage students to watch more information programs such as news broadcast and lecture room, which are beneficial to physical and mental development, so that students can understand the development and changes of the country, major events at home and abroad and some cultural knowledge. Read the readers, youth digest, literature and history knowledge, chicken soup for the soul and other newspapers and magazines suitable for students to read in their spare time, so as to enrich their reading experience and cultivate their reading ability. Over time, students can have rich life experience, which is conducive to improving students' imagination and associative ability, and this knowledge can also be used as writing material. On holidays, teachers can encourage students to travel with their parents and write down their travel notes and feelings at the same time; Educate students to observe and experience China's traditional festivals and their characteristics, as well as their feelings, and so on. After a long time, students' life experience will gradually accumulate. Of course, this does not mean that you have a rich imagination, but it is also related to the depth of experience and feeling of life. In Qing Dynasty, Zheng Banqiao loved bamboo all his life, and wrote the poem "The Map of Zhu Mo", which was full of bold ideas. Among them, it reads: "Yazhai lies listening to little Zhu Xiao, and it is suspected that it is the voice of the people's suffering." This poem imagines the sound made by bamboo as the painful cry of ordinary people; Another sentence: "Only bamboo branches are not afraid, but they are quite hard 1000 games." This sentence compares the bamboo branches fighting the autumn wind to brave warriors. It is true that the author could not have imagined such a sentence without careful observation and unique and profound inner experience of bamboo.
Second, the establishment of knowledge structure is the source of imagination.
Lu Xun said in Reading Miscellaneous Talks: "You can read all kinds of books, even if it has nothing to do with your career." It can be seen that extensive reading is very important for building a knowledge structure. Therefore, teachers should teach students to broaden their reading range, not only by working hard on textbooks, but also by reading more books that are beneficial to students' physical and mental development. As long as you have rich knowledge and a reasonable knowledge structure, you can have a wide and profound imagination and association ability. There are countless great writers and poets in Chinese and foreign history. When we read their works, it is not difficult to feel their rich imagination and rich knowledge structure. To say the least, this is also inseparable from their profound knowledge. Therefore, in the process of Chinese teaching, teachers should assign students the task of reading literary works, educate students to finish some books in a limited time, at least read the famous books specified at the back of each Chinese textbook, and write down their feelings after reading, so as to cultivate students' reading habits. Students can also try to imitate some works, and then look at the effect, find the gap in their own experience and make up for the shortcomings. These are not difficult for primary and secondary school students, and are of great help to cultivate students' imagination and associative ability and improve their writing level.
Third, cultivate students' ability to be observant and diligent in innovative thinking.
Our understanding of objective things can be analyzed and explored from multiple levels and angles. Observe the characteristics of things carefully, and then be diligent and good at thinking. If the poets in the Tang Dynasty were not good at observing, they would probably not have seen the slender and soft willow leaves in early spring, and they did not have a good analysis, exploration and thinking after observation. Even if he saw the slender and soft willow leaves and felt the gentle breeze, he couldn't imagine the beautiful sentence "February spring breeze is like scissors". Even if Zheng Banqiao heard the rustling of bamboo in Qing Dynasty, he could not imagine that it was the "voice of suffering" of ordinary people. Therefore, teachers should consciously give more examples of this kind in Chinese class, analyze the characteristics and images of things from multiple levels and angles, guide students to observe more, broaden their horizons, activate students' thinking and ignite the sparks of students' imagination.
Fourth, pay attention to the cultivation of students' writing emotion.
The article should have emotion, imagination and association accompanied by emotional experience. Emotion is the internal power of imagination and association, and it is the driving force to stimulate imagination. When Lu Yao was writing the manuscript of Ordinary World, it coincided with a thunderstorm night. After hearing the chirping of the train, he quickly put on his raincoat, ran down the two-story building where he was writing, and looked for his imaginary "dream man" (he used to call this character "dream man") on the tracks next to the building, but by this time the train had already left. He recalled such a plot more than once. It is not difficult for us to see Lu Yao's emotional input and deep imagination in writing. Li Bai, a poet in the Tang Dynasty, is a household name, so I won't say much here, but his rich imagination and associative ability will lead every reader into a fantastic spiritual world to express his ideal realm and emotional pursuit.
In short, imagination and association ability have improved, so there is nothing to say and write in writing. In addition, the cultivation and training of language rhetoric, article structure, content material and theme in the process of Chinese teaching will no longer make writing a good article unattainable for students. Why do you say that? Because the conception of the article, the development of ideas, the shaping of characters and the choice of writing techniques are inseparable from imagination and association. Therefore, in the usual teaching process of Chinese writing, teachers should start from the above four aspects and train purposefully and pertinently at ordinary times, so that students' imagination and associative ability will be improved.