Research On The Teaching Of Chinese Imagination Composition In Primary School

"Imagination is more important than knowledge ",the use of Chinese language to preserve s tudents' imagination,to cultivate students' innovative consciousness is the proper meaning of Chinese education.As an important part of the training system of primary school exercises,imaginative composition encourages children to write imaginary things,conforms to the age characteristics of children's rich imagination and good fantasy,and is of great significance to stimulate students' interest in exercises and cultivate students' imagination and language expression ability.However,because of being held hostage by the thought of examination-oriented education,teachers have long held the idea of "memorizing the real composition as orthodox and imagining the compo sition as partial ",ignoring the unique educational value of the imaginary composition,which leads to the randomness and inefficiency of teaching.Therefore,the purpose of this study is to inves tigate and understand the problems existing in the teaching of imaginative composition in primary schools,and on this basis,put forward the improvement strategies of imaginative composition teaching.This study first analyzes the imagination from the perspective of psychology and the imagination from the perspective of literature and art,and clarifies that the "imagination" of imaginative composition is the characteristic of literary imagination as well as the emotion and purpose of literary imagination.Then,the training requirements of imaginative composition put forward by the Chinese curriculum standard,the arrangement characteristics and intention of imaginative composition in the unified edition of primary school Chinese textbooks,and the psychological process of imaginative composition of primary school students are analyzed in order to make clear the teaching basis of imaginative composition.On this basis,according to the curriculum standard and the relevant requirements of imaginative composition in teaching materials,the author found that there are problems in imaginative content,emotional expression and language expression,which are manifested as: insufficient richness of imaginative content,outstanding distortion of emotional expression and lack of artistic expression.Throughinterviews and teaching case analysis,it is found that there are some common problems in teachers' goal orientation,teaching organization and teaching evaluation,which are mainly manifested as the lack of serialized teaching objectives,the lack of expression guidance of imagination and imagination,and the vague evaluation criteria of exercises.In addition to the lack of material accumulation and the lack of divergent thinking ability,the author finds that the influence of teachers' reticence education concept,insufficient understanding of the psychological mechanism of pupils' imaginative composition,insufficient theoretical literacy of imaginative composition and insufficient reading of teaching materials are the main causes of the above problems.Finally,according to the basis of imaginative composition teaching and the problems existing in imaginative composition teaching,the author puts forward the following improvement strategies: relying on the curriculum standard and teaching materials to clarify the goal of learning paragraph;based on imagination,broaden imagination at multiple levels;train language,pay attention to the artistry of language expression;follow the process of composition psychology,construct the teaching procedure of imaginative composition;clarify the evaluation standard of imaginative composition,timely feedback.