Research On Chinese Teaching Strategy Through Imagination In Junior Middle School

Human comes from the primitive world, standing on the spacious land, and dreaming of the glamorous sky. In ancient time, people imagined that the goddess Change flying to the moon, a magnificent palace under the sea, so today, people design the lunar probe and deep-diving submersible to make dreams come true. Thanks to the bold imagination and brave practices of the unknown, people can make more and more progress.Thus it can be seen that imagination is the faculty of human beings, with cognitive, emotional, and other functions. Up to now, impacted by imagination crisis,how does teaching activate imagination, is valid question. This paper focus on middle-school age students' curiosity and the features of folk literature, put imagination through Chinese teaching, with theoretical and practical guiding significance.According to the existing research results, this paper will be divided into four chapters. The first chapter focus on the poetic theory of imagination, summarized a teaching strategy through imagination(includes artistic imagination, moral imagination and pedagogical imagination, use imaginative cognitive tools). From the second chapter to the fourth chapter, on the basis of folk literature,this paper extracts “thing","real","blend" as imaginative concepts. The second chapter focus on realistic foundation of folk literature, includes reappearance imagination and conjectural imagination, and design teaching strategy centres on “thing". The third chapter focus on emotional center of folk literature,includes ideal imagination, and design teaching strategy centres on"real".The fourth chapter is the summary and improvement, focusing on various viewpoints of subject, various narratives about time and space, various rhetorical devices,creating the poetic wisdom of teaching, and designs teaching strategy centring on“blend" . Instructional designs in this paper take "Kua Fu Chasing the Sun","Li Ji","The Snake and the Farmer","The Song of Mulan","The Ode to the Chile Prairiel”as teaching objects, use cognitive tools(connect to heroism, extremely experience, mental image and so on), keep in contact with texts interpretation and texts teaching cases, in order to have a certain practical value and innovative significance. In summary, Chinese teaching strategy through imagination is multi-dimensional, multi-harmonious and multi-implemental.