Einstein once said, "Imagination is more important than knowledge". Imagination is the source of human innovation, the indispensable intelligence of people and the indispensable wisdom in life. In Chinese teaching in primary schools, the cultivation of imagination has always been a key point. The new curriculum standard puts forward: "Students should be encouraged to write imaginary things, stimulate their imagination and fantasy, and encourage free expression and creative expression." It can be seen that cultivating imagination can stimulate students' writing impulse, and writing imaginary compositions is helpful to cultivate imagination. Therefore, how to guide students to imagine and express their imagination is a meaningful and necessary exploration.

First of all, imagine the difficulty of getting started in composition practice.

With the continuous innovation of education reform, it is clearly pointed out in the new curriculum standard that primary school students should now have the writing ability of simple narrative and imaginative composition. At the same time, corresponding requirements are put forward in the unified Chinese textbooks, and imaginary compositions are arranged in different stages of Chinese textbooks. In the first learning period, the arrangement characteristics of imaginative writing in unified textbooks are to let students imagine pictures with the help of pictures; In the second stage, students are given some appearances, so that they can concentrate on imagining the plot in the established mode. In the second volume of the third grade, the practice unit of "bold imagination" is specially arranged to cultivate students' imagination; In the third stage, students are required to write a simple imaginary composition, but higher requirements are put forward in the direction and rationality of imagination. It can be seen from the arrangement characteristics of teaching materials that the intermediate stage is an important opportunity to guide students to write imaginary compositions, which plays a role in connecting the past with the future and is also the best opportunity to cultivate primary school students' creative thinking.

But in the actual composition teaching, imagine that the dilemma in composition teaching really exists. First, it is difficult for students to open their imagination in imaginary composition. Because students' personal knowledge, personal experience and reading experience are still relatively shallow, they can't open their writing ideas in some established writing situations. In the initial stage of imaginative composition, a large number of students' compositions reflect the problems of not rich, unreasonable and innovative imagination. Secondly, imagination is a psychological process in which people process and transform the images stored in their minds to form new images. It can break through the limitations of time and space. Therefore, imagination is usually fragmented, and imaginative composition requires students to turn imaginary content into articles with clear logic and coherent plot, which is quite difficult for middle school students. It is difficult to open the train of thought, which leads to students' fear of difficulties in writing, and the lack of writing ability leads to "words fail to convey the meaning" of the composition, which also leads to students not enjoying the fun of creating imaginary compositions. In the long run, students will not only lose interest in imaginative composition, but also lose interest in other kinds of composition and even lose interest in Chinese. At present, the teaching of imaginative composition really needs teachers' targeted strategic guidance.

Scaffolding is a bridge between imagination and creation.

Scaffolding 1: Examples of exercises in textbooks

Take the exercise "Strange Imagination" in Unit 5, Book 2, Grade 3 as an example. Before the exercise, the textbook arranges two intensive reading texts, The Other Side of the Universe and I have become a tree, and then arranges two exercise examples, Dreaming of a Pencil and Cats with Tails, as a guide, so that students can experience reverse imagination, associated imagination and similar imagination step by step in the whole unit study.

It can be said that the careful arrangement of exercise units is equivalent to "hands-on teaching" for teachers, from which we can also get some enlightenment, that is, the texts in textbooks can be used as "exercise samples", and more attention should be paid to the practice of "writing with points" and "promoting writing with reading" when interpreting textbooks.

Scaffold 2: Adventure novels in extracurricular reading materials

Adventure novels are an important part of children's books and a good material to cultivate children's imagination. By reading adventure novels, we experienced hardships with the protagonist, discovered the new world together, and gained rich knowledge and growth experience. Every excellent adventure novel has created an unparalleled imaginary world, such as the fantasy underwater world depicted in Two Wan Li under the Sea, the journey of "survival in the wilderness" shown for children in Robinson Crusoe, and the adventurous and warm imaginary journey in Grandma in the Apple Tree. ...

These novels are easy for children to read, and their rich imagination and wonderful plots help to raise the threshold of students' imagination, and can also guide students how to create "imaginary compositions under the established mode" more pertinently.

Scaffolding 3: a suitable mind map

Students have a great thinking span from the birth of writing inspiration to the creation of a complete composition. During this period, there are links such as screening materials, forming a framework and standardizing expression, which are only abstract thinking activities. At this time, when teachers are most needed to play their role, we need some support to let students "icon" their imaginative ideas in front of them and finally stand out. In practice, the author found that mind mapping is the most effective support in this link. With the help of mind map, students' language expression ability can be improved, thinking training can be strengthened, the teaching goal of "stimulating imagination and creating potential" can be better realized, and students' Chinese literacy can be improved. Choosing the right mind map can make students make rapid progress from "difficulty in getting started" to "proficiency" in imaginative composition.

Three, two pictures to build a bridge of imaginary composition

1, Jiugongge

Jiugongge is the expression of "Datura thinking method", and the first usage is "all-round development". This is an unlimited mode, especially suitable for collecting inspiration for creative thinking. As long as users fill in the theme they want to play in the middle of nine squares, they will naturally want to fill in the other eight spaces. This filling process is also a creative time.

Another form is "wai", and the use of wai is more suitable for thinking and arranging the nature of the process. This is a clockwise thinking order. After listing the topics in the middle grid, you can start to arrange your trip counterclockwise. This form can be used in conjunction with "all-round expansion".

Take the exercises in Unit 5, Book 2, Grade 3 of the unified textbook as an example. Students can ask questions around the topic: Why do small potatoes roll? Do potatoes roll by themselves? Where did the little potato finally roll? What unexpected thing happened? What's it like to roll small potatoes around? Did the little potato roll around and turn into something else? What has the little potato become? What happened in the end? Fill in the questions in the nine squares. At this time, using the extended thinking method can help students to start thinking at the fastest speed and solve the problem that thinking visualization can't open his mind.

Then, by using the method of surrounding thinking, these problems are sorted, which one comes first and which one comes later. After finishing the order, the backbone of a fictional story will appear in front of us. Students will want to write this composition more after they have tasted the fun of building an imaginary composition bridge for the first time, so that we can actually support our second picture.

2. Fishbone diagram

Fishbone diagram is also called "causal diagram". As the name implies, its characteristics are simple, practical, in-depth and intuitive. It looks a bit like a fishbone. Problems are marked in the upper row of fishbones, and the possible causes of problems are listed in the lower row according to probability, which helps to explain how each cause affects the consequences.

When students put the questions put forward by Jiugongge on the fishbone diagram, they can improve the framework they just created by asking themselves and answering themselves. In the process of answering, they may find that some questions are repetitive, and some questions feel meaningless after answering. Then we can guide students to delete these questions, let them optimize their story structure through this link, and make details in the fishbone diagram link on the basis of creating a smooth plot in Jiugongge.

For example, in the process of leading students to read Grandma in the Apple Tree, I found that the adventure plot of this book is very suitable for students to imitate writing, so I designed two creative writing links in the reading list to let students imagine what it would be like for Andy and Grandma not to travel in the book. After reading all the adventures, I designed another adventure for Andy and Grandma. Students write the place they want to go in the middle with a nine-square grid, fill in all kinds of questions about this trip in the outer circle, and then answer these questions with a fishbone diagram. According to the mode of "running away-distress-dissolution-return" explored before in the book, students have created one wonderful micro-novel after another.

After many exercises, students' interest in imaginative composition and their writing ability have been obviously improved. By the time of imagining composition in Unit 7, Volume 2, Grade 3, students can freely create the most wonderful fairy tales in their hearts with these two pictures.

Four. conclusion

In fact, imaginary composition has been quietly waiting in Chinese textbooks for many years. Mr. Lu Xun said: "Children can be respected. He often thinks of the realm above the moon and the stars, the underground situation, the use of flowers, the language of insects …… "Many teachers think that imaginative composition needs no teaching, at least it doesn't take effort to teach.

However, it is precisely because children's imagination is so colorful and precious that we should teach with our heart. The most difficult degree to grasp in imaginary composition teaching is to guide students to "rationalize" imagination. We need to think hard about how to make students' imagination "look up at the stars and be down to earth". Only by letting students enjoy the pleasure of roaming in the free and romantic imaginary world and find confidence and achievements in their own imaginary compositions can our imaginary composition teaching have practical significance. In my opinion, the use of Jiugongge and Fishbone Diagram has made this beautiful vision come true.