我国古代文艺批评家刘勰曾对想象力的作用有过这样的形象描述:“寂然凝虑,思接千载,悄然动容,欲通万里。”在中师语文教学中,如果学生具有一定的想象力,就能在脑海里出现不在眼前的事物形象,就能在记忆表象的基础创造出种种新的形象,这无疑能大大提高学生的阅读能力和写作能力。 有关专家把想象分为再造想象、创造想象和幻想三种类型,在此侧重就培养中师生的阅读能力和写作能力谈谈再造想象和创造想象。 再造想象,就是根据某一事物的图样或语言文字的描述,在头脑中产生这一事物的新形象的的心理过程。它在语文阅读教学中尤显重要,特别是在记叙文、诗词的阅读教学中,中师生如能通过再造想象去再现文章或诗词所描绘的人物和景物,往往能产生一 The ancient literary critic Liu Ye once described this image in his role as an imaginative person: “Suddenly contemplating, thinking for thousands of years, quietly moving, trying to pass through thousands of miles.” If students have a certain imagination in Chinese teaching With force, the image of things that are not in sight can be created in the mind, creating new images on the basis of memory representation. This will undoubtedly greatly enhance students’ reading ability and writing ability. Relevant experts divide the imagination into three types: recreative imagination, creative imagination and fantasy. Here, they focus on re-creation and creation imagination in terms of the reading ability and writing ability of students and teachers in training. Recreating imagination is the psychological process of creating a new image of this thing in the mind, based on the design of a certain thing or the description of language and words. It is particularly important in the teaching of Chinese reading. Especially in the teaching of narrative and poetry reading, if teachers and students in the recreative imagination can reproduce the characters and scenes depicted in the articles or poems, they can often produce a