| The description of scenery is very necessary to junior middle school students,and it is necessary to improve the narrative writing level.However,there are some problems in the scene description of junior middle school students,such as repetition and monotony,lack of personality,lack of emotion and so on,which can not meet the requirements of "grasping the characteristics of things","true feelings" and "expression striving to be creative" in the curriculum standards,and can not play the due role of setting off the characters’ emotion and setting off the environmental atmosphere in the writing.The writing guidance of narrative mostly focuses on the examination of topics and the establishment of meaning,and there is less writing guidance for the description of scenery.The only research literature mostly focuses on the methods and Strategies of scenery description.The proposed scenery description methods are stereotyped and lack of innovative ways.Standard also puts forward requirements for the development of students’ imagination,such as "stimulating imagination and creative potential","cultivating imagination" and "encouraging writing imaginary things".However,the teaching research on developing students’ imagination on cultivating students’ imagination through scenery description in writing is still very rare,And there are some problems,such as the lack of effective theoretical support.According to the requirements of scenery description and imagination training put forward in the curriculum standard,this paper will carry out the research on scenery description teaching in junior middle school under the guidance of phenomenological imagination theory,so as to achieve the goal of the common development of students’ scenery description ability and imagination.The imagination under phenomenological theory is different from that in psychology and literature and art.It believes that the essence of imagination is the "current" or "reproduction" of perceptual experience.The imagination in this paper mainly refers to the reorganization and imagination change of the constituent elements of the scene perceptual experience based on the original perceptual experience related to the scene,so that the original perceptual experience of the scene is not a simple reproduction,but a new appearance,so that the daily scene presents a new appearance and brings a new aesthetic experience.Based on practice and theory,this paper will apply the phenomenological imagination theory to the scenery description in the composition of junior middle school.Using this theory can achieve the following purposes: first,provide imaginative scenery description methods to improve students’ scenery description level;Second,develop the attitude and habit of phenomenological thinking and cultivate students’ imagination.This paper is divided into five chapters.The first chapter is the introduction,which mainly expounds the research analysis of the problems and reasons in the scenery description of junior middle school students.Starting from the students’ text and literature,this paper investigates the problems existing in the scenery description of students,analyzes problems of scenery description;The third chapter mainly explains the phenomenological imagination theory,compares the differences between phenomenological "imagination" and "imagination" in psychology,literature and art and writing,explores the internal essence of imagination from the perspective of phenomenology,and explains the meaning and constituent elements of the imaginary object,namely "perceptual experience complex";The fourth chapter carries on the content of the third chapter,recombines the structural elements of perceptual experience,transforms the change way of imagination into a scene description method that students can use freely,and points out its role;The fifth chapter belongs to the teaching practice part.This chapter will apply the scene description method studied by the phenomenological imagination theory in the fourth chapter to the front-line composition teaching practice,in order to observe the actual effect,and finally make continuous efforts to revise in the teaching reflection. |
