論基于兒童想象發(fā)生的教育策略

摘要： 想象之為何物以及如何發(fā)生,不同學(xué)科、不同學(xué)者有著不同的觀點(diǎn)。兒童想象的發(fā)生存在"先驗(yàn)"和"經(jīng)驗(yàn)"兩種認(rèn)識(shí):"先驗(yàn)想象"認(rèn)為想象具有先天的潛在普遍性,是從上一代繼承下來的"天賦";"經(jīng)驗(yàn)想象"認(rèn)為想象活動(dòng)是需要感覺做支撐的,是知覺的直觀表象綜合?；谙闰?yàn)想象的教育策略重在"激發(fā)",即促進(jìn)這種積極內(nèi)在潛能的保護(hù)和發(fā)展;基于經(jīng)驗(yàn)想象的教育策略重在"豐富",即不斷拓展兒童的經(jīng)驗(yàn)世界。助推兒童想象力發(fā)展的教育策略需要以發(fā)生認(rèn)識(shí)論為基礎(chǔ)。
What is imagination and how does it happen? Different disciplines and different scholars have different views. Some view it as "a priori", while others consider it as "experience". Apriorism advocates that imagination is a kind of innate potential, a "natural talent" inherited from the previous generation; experientialism holds that imagination activities need to be supported by feelings and are the synthesis of intuitive representations of perception. The priori-based education strategy focuses on "inspiring", aiming to promote the protection and development of this positive inner potential; the experience-based education strategy focuses on "richness", which is to continuously expand children's empirical world. The educational strategies that promotes the development of children's imagination need to be based on the genetic epistemology.