中国电化教育

想象力因其图像感知的具身性、表征主体意愿的意志性而被视为人类特有的能力。想象力乃是知性与感性的共通根据,它通过在个体主观精神与外在物质世界之间搭起实践桥梁,而愈益成为人工智能时代塑造教育结构与秩序的重要力量。人工智能不可能拥有想象力,但人工智能却极大地拓展着人类的想象空间。另一方面,人工智能技术通过拟态环境、数字壁垒、算法锁定、他者叙事吊诡性地成为学生想象力的禁锢力量。在人工智能迅猛发展、不断迭代升级的背景下,想象力作为创新和问题解决的关键驱动力量,对于适应和引领这一变革具有决定性的意义。想象力的释放内在地要求教育以解放的姿态,重整碎片化的资源、化解疏离性的情感、突破技术化标准。获得释放的想象力助推着学校教育的生命转向,使学生在艺术性想象中、在批判性想象中,在充满想象的生命实践中走向自我的全面觉醒。

Imagination is regarded as a unique human ability due to its embodied nature of visual perception and its volitional aspect that reflects the subject's will. Imagination is the common ground of knowledge and sensibility, and it has become an important force in shaping the structure and order of education in the age of artificial intelligence by building a practical bridge between the individual's subjective spirit and the external material world. While artificial intelligence lacks imagination, AI systems significantly amplify the scope of human imaginative capacity. However, AI technology can also constrain students' imagination through mimetic environments, digital barriers, algorithmic constraints, and other limiting narratives. Against the backdrop of rapidly evolving, iterative, and upgraded AI, imagination—as a key driver of innovation and problemsolving—plays a decisive role in adapting to and leading transformative change. The release of imagination inherently demands an emancipatory approach to education, one that reorganizes fragmented resources, breaks free from technocratic standards, and dissolves alienating emotions. Released imagination fuels the life-turn of schooling, enabling students to move towards a full awakening of the self in artistic imagination, in critical imagination, and in imaginative life practices.