A Study On The Design And Implementation Of Imaginative Compositions Teaching In The Middle Section Of Primary School

Imagination,as a thinking ability,is the vivid embodiment of students’ innovative and creative abilities,and it is also an ability that needs to be fostered and valued in order to cultivate innovative talents.Therefore,imagination is not only an important part of language core literacy,but also has been mentioned frequently in the Chinese Curriculum Standards for Compulsory Education(2022 Edition).Imagination teaching is reflected in various sections such as literacy and writing,reading,composition and oral communication in Chinese courses of primary school,among which imaginative composition is the one that concentrates on cultivating students’ imagination.As a major genre of primary school composition,imaginative composition plays a pivotal role in primary school composition teaching because it can cultivate students’ imagination and expression ability,facilitate students’ creative expression and emotional expression,and promote students’ overall physical and mental development.However,the teaching of imaginative composition in primary school is the most difficult part of teaching composition.Teachers face many difficulties in mobilizing students’ imagination and improving students’ expression ability,and fail to achieve the desired effect in teaching practice.The middle section of primary school is an essential period for developing students’ imagination and expression ability,and it is also a key stage for transition from "writing words" to "writing",which forms a connecting link between the preceding and the following of the whole primary school composition teaching.This study takes the middle section of primary school as an example and tries to study the design process of teaching imaginative composition in primary school from the students’ point of view,with the aim of improving their thinking and expressing abilities,and apply it to the real classroom in order to improve the effectiveness of teaching imaginative composition in primary school.First of all,the basis for teaching imaginative composition in primary schools from the theoretical and practical levels should be established.At the theoretical level,Professor Kieran Egan from Canada advocates that students’ imagination should be cultivated through education,proving that imagination can be taught;the theory of communicative contextual writing points out that the process of writing is the process of communication,and teachers should help students to build up the sense of readership in imaginative composition teaching;the theory of three levels of psychological transformation of writing reveals the psychological process of students’ writing,providing ideas and methods for imaginative composition teaching.In reality,the repeated arrangement of primary school language teaching materials and the development level of students’ imagination are also the basis for teaching imaginative composition in primary school.Secondly,the connotation,characteristics and values of imaginative composition teaching in primary school should be clarified.Under the theoretical and realistic basis of primary school imaginative composition teaching,primary school imaginative composition teaching means that teachers,Guided by the teaching objectives,purposefully and systematically stimulate students’ imagination in middle section of primary school and guide them to convert their imagination into expression to compose essays in order to improve their imagination level and expression ability as a joint teacher-student activity.The characteristics of teaching imaginative composition in elementary school include: the teaching objectives point to the cultivation of imagination and expression,the teaching situations include the interplay of fantasy and reality,the teaching process focuses on the combination of freedom and regulation,and the teaching evaluation seeks to harmonize the bizarre and reasonable.Through imaginative composition,it helps students to internalize imaginative methods,cultivate creative thinking,improve expression level and express individual emotions.Moreover,the principles and process of teaching design of imaginative composition in primary school should be clarified.The teaching design of primary school imaginative composition should follow the principles of adapting to the nature,thinking training,free expression and overall cultivation.In the specific teaching design,six aspects can be developed from the front-end analysis of teaching,the design of teaching objectives,the design of imaginative situations,the design of thinking training,the design of discourse space and the design of teaching evaluation.The design of primary school imagination composition teaching can be started from the analysis of school situation and teaching materials,followed by the design of primary school imagination composition teaching goals from four levels:composition imaginative objective,composition expressive objective,composition revised objective and composition emotional objective,and create teaching situations to awaken students’ imagination with the purpose of "truth" "thought" "emotion" and "beauty",on this basis,we can also train students’ thinking by drawing thinking maps and penetrating imagination methods.In order to help students to realize the relationship between thinking and expressing,we can create a teaching situation to awaken students’ imagination.In order to help students realize the transition between thinking and expression,we also design a discourse space to guide students to construct a sense of readership in personal expression and peer sharing,and finally,we design a multifaceted interactive evaluation to allow students to polish their writing through sharing and communication.Last but not least,the specific design and implementation process of teaching imaginative composition in primary schools is illustrated by a case study,and the implementation effect is analyzed.In order to verify the effectiveness of the teaching design process,this study took the third grade class of H primary school in Chongqing as the research object and selected the first imaginary composition in the middle section of primary school,"I’ll make up a fairy tale," for teaching design and implementation,combined with the interview results,analyzed the effect of implementation and carried out teaching reflection on this basis.The study shows that the teaching of imaginative composition in primary school has received satisfying results in improving students’ active thinking,desire to express and motivation to compose.However,the cultivation of primary school students’ imagination cannot be achieved overnight,and the improvement of students’ writing ability needs teachers’ long-term infiltration teaching and repeated writing training to be continuously improved.In the education and teaching,teachers should pay attention to enriching students’ imaginative materials;strengthen thinking training to improve imaginative abilities of students;pay attention to building scaffolds for students to turn imagination into expression;adopt diversified evaluation to give students’ compositions a platform to show.