身体:教学世界蕴藏其中  

Body:The Teaching World Within

作　　者：唐松林[1] 范春香[2] 

机构地区：[1]湖南大学教育科学研究院 [2]湖南大学外语与国际教育学院

出　　处：《教育研究》2012年第4期98-102,共5页Educational Research

基　　金：湖南大学中央高校基本科研业务费专项资金项目"音乐与学习:利用音乐进行英语课堂教学的实验研究"(项目编号:2011A10)的研究成果之一

摘　　要：身体从后现代观念来看,并非一直属于与心理二元对立的、被排除在心理之外的一个"不在场"的教学存在。身体具有接物联天、悟真启智、孕情育意、率性臻美诸特质,从而决定了"身体—教学"关系的整体的、建构的、道德的和艺术的特性。就整体的特性而言,身体是教学活动的主体,是教学世界的母体,是教学行动的依据;就建构的特性而言,践行先于接受,反思先于记忆,阅读先于运用;就道德的特性而言,情感先于认知,表意先于结构,包容先于控制;就艺术的特性而言,率性先于规范,释放先于灌输,游戏先于逻辑。因而,教学世界蕴藏于身体之中。In the view of post modernization, the body does not always belong to the ＂absent＂ teaching existence of being psychologically privative and being excluded of psychology. Body can relate to the heaven, unlock the intelligence, breed the feelings and meaning and embody the nature which determines the integral, constructive, moral and artistic characteristic of the relationship between body and teaching. As for the integral characteristic, body is not only the main subject of instructional events, the subject matrix of teaching world, but also the guideline of teaching action; As for the constructive characteristic, practice is prior to reception, reflection is prior to memory, reading is prior to utility; As for the moral characteristic, feeling comes before cognition, structure happens after meaning, nature overweighs nurture; As for the artistic characteristic, growth precedes regulation, release happens before inculcation, game precedes logic. Therefore, the teaching world is within the body.

关 键 词：身体 教学世界 教学意蕴 

分 类 号：G420[文化科学—课程与教学论]