摘要
具身认知理论强调人类身体在认识世界中的情景性、生成性和隐喻性。当前教师教育困境的根源在于教师个体具身认知方式的被忽视、被误解和被压制。实现教师教育范式转换的重点应在于促进教师具身认知方式在其专业发展中的应用。在存在论、认识论与方法论等层面,具身认知理论视角下的教师教育应更加注重培养"身心一体化"的教师,解放教师身体,并尊重教师成长的日常性和情境性。
Human body plays its situational,Generative and metaphorical roles in knowing the world in the view of embodied cognition theory. The current teacher education suffers from teachers＇ embodied knowing＇s being ignored,misunderstood and suppressed. As a matter of fact,the core of teacher education paradigm transformations should be located in promoting the application of teachers＇ embodied knowing way in their own professional development. In aspects of ontology,epistemology and methodology,teacher education in view of embodied cognition theory should pay more attentions on cultivating the integration of body and mind of teachers,liberate teachers＇ body and value the ordinariness and situationality of teachers＇ daily development.
出处
《教师教育研究》
CSSCI
北大核心
2018年第1期20-25,40,共7页
Teacher Education Research
基金
教育部人文社科研究青年基金项目(15YJC880059)
河南省哲学社会科学规划青年项目(2015CJY022)
河南省教育厅人文社会科学研究重点项目(2015ZD078)
关键词
具身认知
教师专业发展
教师教育
embodied cognition, teacher＇ s professional development, teacher education
