A Textual Study Of Primary Students’ Imaginary Compositions

Imagination is the great wealth of children’s development and has special significance and value.In order to cultivate creative talents in the future,we must pay attention to the cultivation of students’ imagination as early as possible,which is also the due meaning of primary education.In the second and third sections of the unified Chinese textbook,there are twelve imaginative exercises with rich themes and various forms,aiming at developing students’ imagination and cultivating their innovative thinking ability,which also brings challenges to teachers’ teaching.In order to improve the teaching level and efficiency of imagination exercises,teachers at the front line should focus on the teaching of imagination exercises,explore the implementation path from the perspective of teaching strategies,and use the method of case study to obtain rich results.However,there are few empirical studies on students’ exercise texts,which is exactly where I am interested in,focusing on students’ exercise texts,so as to reflect on the teaching of imagination exercises.This study tries to explain the characteristics and psychological mechanism of imaginative writing from a theoretical perspective,explore the value of communicative context theory to imaginative writing teaching,and present the structure of general writing ability in primary schools as the basis for text research.On this basis,based on the curriculum standards and the unified edition of textbooks,the evaluation index system of imagination exercises is first formed.On the one hand,extract the curriculum standards for each learning section of the imagination of the exercise prescribed goals.On the other hand,according to the definition,the imagination exercises arranged in the unified edition of textbooks are divided into fairy tales,hypothesis and science fiction.The classification analyzes every imagination exercises in the unified edition of textbooks,extracts the requirements,and forms the structure of imagination ability.In this paper,the general ability structure and imagination ability structure of primary school students’ imagination writing ability are combined into one,and the evaluation index system of primary school students’ imagination writing ability is constructedThrough the analysis of students’ writing texts,it is found that students’ imagination writing has some problems in general ability dimension,such as empty material selection and lack of artistic and expressive force.In the dimension of imagination ability,problems such as lack of examination,insufficient representation reserve and poor imagination are exposed.In view of the above problems,this study suggests that teachers should first read the textbook and deeply understand the training objectives and writing style of the textbook.Secondly,teachers should guide students to observe and read to enrich their representation.After that,students’ motivation is stimulated and maintained at different stages of the exercise.Finally,teachers should reserve the knowledge of imagination exercises and guide students to master the methods and strategies of imagination.