教师教学想象力的创造性生成及培育策略

The Creative Generation of Teachers’Teaching Imagination and its Cultivation Strategies

教师教学想象力是一种借助表象和符号对教学进行加工建构的心智图景或情景能力,其内植于教师个体生命之中,往往诱发于某种非理性直觉认识,在日常教学的生命体验中逐渐形成,最终指向教学的不断创新。教学想象力受到教师的感性经验、理性知识、情感投入及教学敏感等因素的综合影响,在基于情感联结、深度理解知识、洞察教学情境、联想个体经验和融洽教学行为五个既有区别又有联系的阶段中实现创造性生成。培育教师教学想象力,可以从以下方面着力:以情感为中介,构建教学想象力的触发机制;以问题为导向,架构教学想象力的动力循环;以理论为前提,积累教学想象力的表象资源;以实践为场域,夯实教学想象力的现实基础。

Teachers’teaching imagination is a kind of mental picture or situational ability that is processed and constructed in teaching by images and symbols.Inherent within an individual teacher's life,it often arises from certain non-rational intuitive understandings and gradually forms through the daily experiential journey of teaching,ultimately aiming for continuous innovation in pedagogy.Teaching imagination is influenced by a combination of a teacher’s sensory experiences,rational knowledge,emotional engagement,and teaching sensitivity.It achieves creative generation through five distinct yet interconnected stages based on emotional connections,in-depth understanding of knowledge,insight into teaching situations,association with individual experiences,and harmonious teaching behaviors.To cultivate teacher’s teaching imagination,emphasis can be placed on triggering mechanisms through emotions,establishing a dynamic cycle of motivation guided by questions,accumulating representational resources with theoretical foundations,and solidifying the practical foundation of teaching imagination within the domain of practice.