For imaginary composition teaching, the curriculum standard puts forward the implementation suggestion of "encouraging students to write imaginary things and inspiring them to expand their imagination and fantasy". It can be seen that it is one of the important tasks of Chinese composition teaching in primary schools to ask primary school students to write their own imagination and stimulate it. How to train pupils' imaginative writing ability? The guidance of Chinese teachers is the key. Through the author's practice, I think Chinese teachers must do the following: first, pay attention to the accumulation of imaginary materials (representations); Second, carry out imagination training; Third, correctly guide the imagination composition training.

First, enrich the accumulation of appearances.

1. Accumulate appearances in the process of contacting nature and society. The living environment of primary school students and everything around them are important sources of students' appearance. Chinese teachers should pay attention to enriching students' lives, consciously guide students to contact nature and society, pay attention to people and things around them, be diligent in observation and thinking, and gradually accumulate rich representations of nature and society.

2. Accumulate appearances in Chinese practice. The process of Chinese practice is the process of students' hands, mouths, eyes and brains. In this process, students' multiple senses participate in activities, perceive things and form appearances. Primary school teachers should often organize students to visit, watch exhibitions, travel, play games, watch movies, watch TV and other activities, so that primary school students can observe, compare, analyze and synthesize under the guidance of teachers and get rich and colorful appearances.

3. Accumulate appearances in the process of Chinese teaching. The teaching of primary school students' literacy, writing, classmates' communication, reading and comprehensive learning is an effective way to enrich students' outlook. The font teaching of Chinese Pinyin and the font and meaning teaching of Chinese characters; Look at pictures, observe things, do experiments and listen to stories in oral communication training; Let students understand words and sentences through practice. These can effectively help primary school students to enrich their appearance. Furthermore, in Chinese teaching, teachers use vivid language to tell orally and lead primary school students to read aloud with emotion, which can also make children accumulate rich and accurate representations.

4. Accumulate appearances while accumulating sentences. Psychologists' research shows that children's imagination is always expressed in the form of sounds and words. Developing children's speech ability can effectively improve children's imagination. Therefore, primary school Chinese teachers should guide students to read a lot of textbooks and extracurricular reading materials, and at the same time let students indirectly see many things they have never seen in life, thus enriching the accumulation of appearances.

Second, the implementation of imagination training

1, training students' imagination in subject synthesis. Non-Chinese subjects, such as science, art, music, physical education class and mathematics, all have factors to cultivate students' imagination. For example, painting, handcraft and sculpture in art classes must rely on imagination; In music class, students imagine colorful pictures according to lyrics or music. Therefore, Chinese teachers in primary schools should pay attention to the integration of Chinese subject and other subjects, and provide broad imagination space and opportunities for primary school students.

2. Conduct proper training to let students learn to imagine. There are many forms of imagination training in Chinese teaching activities, such as dynamic imagination of still life, concrete imagination of abstract words, vivid imagination of silent shapes, colorful imagination of colorless shapes, anthropomorphic imagination of objects, general imagination of individual things and so on. Expand the thinking of primary school students in many ways.

3. Innovative teaching methods. Imagination of form and meaning teaching method is an important method for primary school students' literacy teaching. Teachers cultivate students' imagination in literacy teaching: cognitive imagination, pictophonetic imagination, radical imagination, homophone imagination and phonetic imagination. So as to help primary school students use the law of Chinese characters to "interpret according to shape".

4. In reading teaching, teachers can guide students to grasp vivid words and sentences, arouse the images associated with words in students' minds, and train students' imagination according to the combined images of words. Teachers can guide students to imagine reasonably according to the plot, or supplement the omitted plot, or concretize and visualize the simple part. Teachers can also let students imagine the text as pictures. Teachers can also organize students to repeat creatively, and so on.

Therefore, primary school students' imagination training should run through the whole process of Chinese teaching, combining imaginative composition with literacy, writing, reading, oral communication and comprehensive learning, and combining the cultivation of imagination with the cultivation of thinking, attention, observation and analysis ability.

Thirdly, the training guidance and classification of imaginative composition.

In a narrow sense, imaginative composition is the result of creating imagination to some extent, with the characteristics of originality, uniqueness and novelty. Psychologists point out that students in the first stage mainly recreate their imagination, while students in the second and third stages recreate more and more creative elements in their imagination. They can really create and process existing images and create their own imagination independently. There are many training methods for imaginative composition, which can be roughly divided into four categories:

1, transformation class. Such as poem rewriting, observation and association, freehand brushwork in pictures, sound induction, etc.

2. cram school. For example, the continuation of writing, story continuation method and so on. ;

3. extend the class. For example, situation expansion method, affix method, word meaning description method and so on.

4. Imagination class. For example, scenario hypothesis method, ideal design method, scientific fantasy method, fairy tale creation method and so on.

Under the guidance of imaginary composition, teachers should pay attention to students' usual image accumulation and imagination training. The key to the guidance of imaginary composition before writing lies in the teacher's inspiration and guidance, guiding students' imagination path and angle. Vivid description, stories that stimulate imagination, thought-provoking questions, intuitive and concrete situations, audio-visual combination, animation, video audio-visual combination, etc. , are conducive to students to open their minds and boldly imagine. To guide students to imagine writing, we can speak first and then write. From description to writing, we should adopt the teaching method of "group communication" to "classroom presentation" appropriately, so that students can inspire each other and induce imagination. Correcting and commenting on imaginary compositions is a continuation of teachers' guidance. Because there is a great difference between children's imagination and adults' imagination, teachers should affirm students' novel and unique imagination, encourage students to make up boldly, fantasize actively, and even fully affirm and support the "daydreaming" style.

To sum up, the formation of primary school students' imaginative composition, the accumulation of images and the richness of imaginative materials are the prerequisites; Imagination training, learning imagination method is the guarantee; Imaginary composition, processing and transforming imaginary materials is the result. It is not difficult to see that the cultivation of pupils' imaginative writing ability should be guided by teachers according to the laws of children's imagination, the characteristics of pupils' imagination and children's psychological characteristics.