摘要
受笛卡尔身心二元对立的认知观和第一代认知理论的影响,课堂教学萦绕着一种离身的教学文化。此种教学文化有一系列的教育症结:削弱了教师专业自主发展的意识,使教师成为专家知识的二传手和搬运工;使儿童失去个性自由发展的可能,沦为专家知识的储蓄罐;使教学脱离生活世界,异化为知识符号的传递活动。当代哲学的转向和第二代认知理论的发展催生出一种具身认知理论。基于具身认知理论构建的具身教学文化是实现离身教学文化超越的可能路向:重拾整全生命培育的教学目标;扎根于生活世界,利用身心交融的教学资源;教师"悬置自我",在生活世界中研究教学;评价个体整全生命在教学过程的体验与成长。
Influenced by Descartes＇ Dualism cognitive perspective and cognitive theory of the first generation, teaching is encircled by a disembodiment culture, which weakened the development of teachers＇ professional con- sciousness,and thus became a special setter and porter of expert knowledge, made children lose personality develop- ment, and thus became expert knowledge of piggy bank, and made teaching separate from life world and thus reducing symbol for knowledge transfer activities.The turn of direction of modern philosophy and the development of cognitive theory of the second generation bring birth to a embodied cognition. Embodiment teaching culture based on embodied cognition theory is constructed from disembodiment teaching culture beyond the way forward ：returning to the whole life cultivation teaching objective; rooting in life world with the teaching resources of physical and mental combination; teachers suspending themselves, making research on teaching in the life world; evaluating the whole life growth and development in teaching process in person.
出处
《教育理论与实践》
CSSCI
北大核心
2016年第8期61-64,共4页
Theory and Practice of Education
关键词
二元对立
离身教学文化
具身教学文化
具身认知
binary opposition
disembodiment teaching culture
embodiment teaching culture
embodied cognition
