A Case Study Of Imagination Cultivation In Primary School Chinese Teaching

In today’s era of rapid development,only by creating new value through imagination can we promote the development and progress of society and the world.Today’s education is dedicated to shaping students as automated "robots" that only focus on knowledge but do not think,and schools have become large factories producing scores.In the classroom teaching,one side of a thousand people,under the unified text,repeats the unified thought,and pursues the "high score" of unanimous expectations,and the test score becomes the only evaluation criterion.Such an education model ignores the individualized and differentiated development of students,and restrains the development of students’ imagination and thinking.In such a closed form,how can we talk about the cultivation of imagination.Education urgently needs to change the status quo.Knowledge should not only be knowledge,but by liberating the brain to integrate into one’s own thinking,continue to imagine,develop potential,generate new ideas,invest in emotions,expectations,and love,generate all the wisdom of life,based on The long-term development of students.Through combing and summarizing the literature,it can be found that the research on the cultivation of imagination in elementary school Chinese teaching has attracted more and more researchers’ attention.Existing research mostly discusses the importance of imagination and summarizes strategies for cultivating students’ imagination,but the strategies proposed are broad,lack detailed analysis of classroom teaching,and lack pertinence to actual teaching guidance.Based on a rich theoretical basis,this article uses literature research methods,case research methods,and interview methods,based on the practice of primary school Chinese classroom teaching,presents typical cases of cultivating students’ imagination,and combines communication with instructors and other teachers.Interviews and student talks conduct in-depth analysis and discussion of cases,and put forward suggestions for cultivating students’ imagination in elementary school Chinese teaching.The first chapter mainly discusses the background and case presentation of the case study.During the internship,the author followed Mr.Z for four months.After listening to Mr.Z’s more than 30 classes,he compiled ten lesson examples such as "Lotus",based on authenticity,typicality,and inspiration.Based on the principle of sex,two cases of "Lotus" and "Clay Pots and Iron Pots" taught by Teacher Z are finally selected as the analysis and research.The second chapter is a case analysis of the cultivation of imagination in elementary school Chinese teaching.This chapter analyzes the two cases with key links in the teaching process,and combines the author’s exchanges and interviews with teachers,other teachers,and exchanges and dialogues with students to summarize and reflect.The third chapter is the suggestion of cultivating imagination in elementary school Chinese teaching.It includes three aspects: Establish imagination awareness and enrich imagination resources;use imagination methods to form multiple paths;forming imagination lists and conducting teaching reflections.