Research On The Teaching Of Junior Middle School Novels Based On The Cultivation Of Imaginatio

At present,China has entered the ranks of innovative countries.In the future,there is a greater need for innovative talents.Imagination is the starting point of all innovation and creation.With imagination,we have the power to change the world.The general objective of Chinese curriculum standards for compulsory education(2022 Edition)point out that it is necessary to stimulate students’imagination and creative potential.It can be seen that good Chinese education and teaching can cultivate and develop students’ imagination,teachers should also take cultivating students’imagination as one of the important teaching objectives.Because of its unique stylistic characteristics such as full character image and rich story plot,the novel items in junior middle school textbooks are important teaching materials to cultivate students’ imagination.However,many Chinese teachers ignore the cultivation and development of students’ imagination in the process of novel teaching,and do not give full play to the function of novel items to develop students’ imagination.Specifically,the teaching goal is utilitarian,ignoring the requirements of the curriculum standard for the cultivation of students’ imagination;The teaching content is modeled,ignoring the materials with the function of cultivating imagination;Single teaching method,ignoring the training of students’ imagination;Teaching evaluation is one-sided and ignores students’ personalized needs.In this regard,this study aims to combine the characteristics of junior middle school novels,grasp various elements in the content,form and emotion of novels that can develop students’ imagination,and analyze and improve them from the four aspects of teaching purpose,teaching content,teaching methods and teaching evaluation with the help of appropriate teaching theory,in order to create a junior middle school Chinese novel teaching classroom that can fully develop students’ imagination.This will play an important role in guiding students’ independent imagination,developing students’imagination and improving the effectiveness and interest of novel teaching.This paper is mainly divided into five parts,as follows:The first part is the introduction,which mainly introduces the research origin,research significance,literature review,core concept definition and research design.The second part is an overview of imagination and junior middle school novels.Firstly,sort out the categories and characteristics of imagination,and clarify the role of imagination in Chinese learning;Then,comb the characteristics of junior middle school novels based on imagination cultivation;Finally,combined with the above two points,this paper demonstrates the feasibility of cultivating imagination in novel teaching.The third part is the current situation and problems of cultivating imagination in junior middle school novel teaching.By means of questionnaire,interview and classroom observation,this paper investigates and studies the development status of students’ imagination,teachers’ and students’ novel teaching and learning and the development of imagination in novel teaching in S middle school in Beijing.On this basis,it summarizes the experience and the problems existing in cultivating imagination in junior middle school novel teaching.The fourth part is the optimization of junior middle school novel teaching based on the cultivation of imagination.In view of the problems existing in cultivating imagination in junior middle school novel teaching,this paper introduces Judith Langer’s imagination centered literary teaching theory and discusses how to develop students’ imagination in junior middle school novel teaching.In terms of teaching objectives,teachers should combine Lange’s imagination to build a position,pay attention to students’ unique reading experience,guide students to understand the connotation of works in many aspects,explore novel writing methods from many angles,and consolidate the achievements of imagination in expansion and migration;In terms of teaching content,teachers should pay attention to students’ literary experience and cultivate students’ imagination with the help of text illustrations,blank spaces,exquisite language and contradictions and conflicts of novels;In terms of teaching methods,teachers should help students explore the perspective of possibility and guide students to fully associate,supply,reproduce and think,so as to cultivate students’imagination;In teaching evaluation,teachers should adopt the method of continuous evaluation,pay attention to the development of students’ imagination,and make an all-round evaluation from the aspects of multi angle understanding of characters and plots,diversified imagination,application of language and words and understanding of the meaning of works.So as to give full play to the role of developing imagination in novels and generate an efficient and imaginative novel class.The fifth part is a teaching design with the main purpose of cultivating students’ imagination according to Judith Langer’s literature teaching theory and teaching optimization research,taking "hometown" in Chinese teaching materials as an example.