| Compulsory Education Chinese Curriculum Standards(2022 Edition)incorporates thinking ability into the core literacy of Chinese subjects and clearly states in the overall goal that students should develop their association and imagination and stimulate their creative potential.Imagination is extremely important at all stages of life,and imagination training should abide by the characteristics of students’ imagination development.The imagination of junior middle school students shows the characteristics of obvious increase in creative elements,transition from unintentional imagination to intentional imagination,and concern for reality.Chinese curriculum naturally carries the mission of cultivating students’ imagination,and the novels selected for language textbooks have unique advantages in developing students’ imagination.However,in practical teaching,due to many misconceptions about the perception of imagination and the programmatic nature of novel teaching,the space for students’ imagination development has been overly squeezed and this value of the novel has been neglected.Therefore,it is very relevant to find the combination of novel teaching and students’ imagination cultivation,and to conduct research on the cultivation of students’ imagination in novel teaching in junior middle school.Based on this,firstly,this paper adopts literature method,questionnaire method and interview method to explore the related concepts,values and the generation mechanism of students’ imagination in the teaching of novels in junior high school;secondly,it investigates the present situation of students’ imagination in novel teaching in junior middle school and find out the problems and reasons in the process of imagination cultivation by analyzing the current situation layer by layer;finally,based on the above research,this study will reflect on the optimization strategies for cultivating students’ imagination in the teaching of novels in junior middle schools.This study consists of six main parts as follows:The introductory section firstly clarifies the background of the problem from four aspects: the emphasis on students’ thinking ability in the Compulsory Education Language Curriculum Standards(2022 edition),the reasonable demand for students’ imagination development in junior high school,the practical barriers to students’ imagination cultivation in junior high school novel teaching,and the fit between the characteristics of novel genre and imagination cultivation.Secondly,the concepts of "imagination" and "novel teaching" are defined respectively,and on this basis,students’ imagination in junior high school novel teaching is defined as the ability of students to transform the language of novel texts into mental representations and mobilize the existing accumulation of representations for comprehensive processing.It is a kind of thinking ability that students use characters as the core of their imagination when reading novels and creatively interpret the text through the interplay of emotion and imagination.Once again,through literature review and analysis,we summarize the theoretical research and practical achievements of students’ imagination cultivation in novel teaching at home and abroad,and find that the relevant domestic research is still weak and fragmented,especially the exploration of the generation mechanism of students’ imagination in junior high school and the exploration of the value of novel imagination cultivation,which still needs further depth.Then,on the theoretical basis,the theory of literary psychology,schema theory and Judith Langer’s theory of imaginative teaching are selected as the theoretical fulcrum of the thesis research.Finally,in the research design,the research questions,research objectives and significance,research ideas and methods are introduced.The first part of the main text focuses on the value of cultivating students’ imagination in teaching fiction at the junior middle school level,and explores the meaning and value of cultivating students’ imagination in novel teaching from three perspectives: enriching students’ aesthetic experience and enhancing aesthetic creativity;generating literary understanding and cultivating literary thinking;and acquiring social experience and improving social cognition.Secondly,it analyzes the generation mechanism of students’ imagination in novel teaching in junior middle school and the subjective factors that stimulate students’ imagination generation are discussed in terms of the inner schema of reading subjects and reading motives.The basic aspects of students’ imagination production are discussed from three perspectives: the "plastic transformation" of representations in the reading process,emotion-driven imagination,and the construction of imagination in the dynamic change of reading "standpoint",which lay the theoretical foundation for the subsequent research.The second part is the research design and implementation,using questionnaires and interviews to investigate the cultivation of students’ imagination in fiction teaching in junior high school.Firstly,a questionnaire was used to investigate the current situation of students’ imagination development in fiction teaching in two middle schools in City A.Secondly,the implementation of students’ imagination development in fiction teaching was obtained through teacher interviews.Finally,the survey data were analyzed and organized in order to grasp the real situation of students’ imagination development in novel teaching.The third and fourth parts mainly discuss the problems existing in the cultivation of students’ imagination in the novel teaching of junior high school,and analyze the causes of the problems.Problems in the cultivation of students’ imagination in teaching fiction at the junior high school level mainly include the low level of students’ imagination input as a whole;the misunderstanding of teachers’ imagination cultivation cognition;the teachers’ imagination cultivation skills need to be improved.In response to these problems,the fourth part of the thesis tries to analyze the causes from the individual factors of students and external factors.The fifth part discusses the optimal strategies for cultivating students’ imagination in the teaching of novels in junior middle schools.Firstly,we should follow the characteristics of novel genre,reconstruct the teaching contents,and give full play to the value of imagination cultivation hidden in novels;secondly,we should break the shackles of teaching concepts and awaken the awareness of imagination cultivation,teachers should reverse the concept of novel teaching and imagination cultivation,and start to cultivate students’ imagination from four aspects: expanding students’ reading schema,paying attention to students’ thinking changes,guiding students to accumulate representations,and catalyzing students’ emotions;finally,Chinese teachers should strengthen their imagination cultivation literacy by uniting knowledge and action.Teachers should enhance their theoretical study of imagination and its cultivation and optimize their imagination teaching skills so as to promote students’ imagination to achieve better development. |
