The Problems And Countermeasures Of Imaginative Composition Teaching

Imaginary composition is a type of composition in which students make a series of associations,imaginations and fantasies about the memory images in their brains,and then use words to describe the fictional ideal scenes.It is emotional and artistic.Imaginary composition has its unique value because it pays more attention to the literary and artistic quality of writing.The new course claims that the standard specifically mentions the importance of imagination composition and imagination,and the unified edition textbook also provides more detailed guidance on imagination composition.But in reality,there is still room for improvement in the teaching of imaginary composition.Gradually,teachers pay attention to the cultivation of students' imagination,but basically stays on advocacy.Imagination composition is difficult to teach is a consistent voice from within the teacher.Students regard imaginary composition as a mixture of joys and sorrows.Imaginative composition is like "free composition",which seems to write at will,but there is hard to start.How to make use of the advantages of the unified edition of textbooks and carry out the teaching of imaginary composition is a big problem in front of the interface.In recent years,imaginative composition teaching has gradually become a hot topic in composition research,which has attracted the attention of teachers and research experts.Through a review of the field of imaginative composition teaching,the author found that,as a whole,researchers have a certain understanding of the meaning,value,and teaching strategies of imaginative composition teaching,but their research still has the following shortcomings: First,The research content needs to be further deepened and systematized;second,the research method is relatively single,mostly based on the summary of practical experience;third,from the development trend,more and more front-line teachers explore imaginative composition through specific teaching examples Teaching methods,but there lack of theory.In view of this,the author selected students in grades 4-6 to conduct a questionnaire survey,and conducted interviews with teachers in the middle and upper grades of elementary schools.At the same time,combined with student work and some lesson examples to conduct research,to gain insight into elementary school teachers' attitudes and practice towards imaginary composition.The analysis of survey data shows: teachers recognize the status of imaginative composition in the elementary school composition system,but don't understand the value and goal of imaginative composition;the teaching process ignores the use of scenarios and other means to stimulate students' imagination;teaching guidance deviates from language expression;Imagination composition evaluation concept is also biased.Students are more interested in imaginative composition,but they are afraid of difficulty;in actual writing,students' expression is limited and imagination is difficult to use;the plot is single and the imagination lacks novelty;the content is scattered,and the imagination is scattered.In addition,the constraints of reality and the stereotype of thinking obliterate imagination are also the problems faced by the current elementary school imagination composition.Investigating the reasons,the author analyzes the three aspects of teachers,students,and external conditions: teachers lack writing-related literacy and advanced concepts and lack of learning from textbooks,students lack the accumulation of imaginative text materials and daily practice writing,and lack of external imagination The training resources of composition teaching are affected by traditional evaluation and assessment.Based on the above analysis,the author proposes countermeasures to improve imaginary composition from two aspects: grasping the principles of imaginative composition writing and improving the specific path of imaginative composition.In terms of writing principles,we need to adhere to these four principles: the combination of reality and artistry,the combination of openness and integration,the combination of subjective emotion and objective appearance,and the combination of practicality and aesthetics.In terms of specific teaching strategies,it can be divided into five aspects:First,to improve teachers' professional writing literacy(grasp the latest ideas of imaginative composition teaching,enrich their own knowledge of writing,and understand what a child's real life is).Second,improve students' own abilities(enhance reading to increase imagination and memory,observe life to cultivate the habit of random recording,and improve thinking to cultivate reader awareness and literary sensitivity).Third,rationally organize courses and teaching content(relying on new curriculum standards to implement curriculum content,develop scientific system curriculum resources,and organize specialized knowledge sequences).Fourth,improve the training of imagination composition guidance(open thinking through interesting situations,infiltrate imagination methods in writing,and guide the internal and external transformation of students' thinking expression).Fifth,improve the evaluation criteria for imaginary composition(using novel and diverse evaluation methods,adopting diversified evaluation subjects,and establishing evaluation standards for imaginative composition).