实践取向教师教育课程的具身认知价值及其实现  

Practice-oriented teacher education curriculum and its implementation Embodied Cognition Value

作　　者：刘丽红[1] 卢红 

机构地区：[1]山西大学教育科学学院,山西太原030006 [2]山西省教育科学研究院,山西太原030009

出　　处：《教育科学》2014年第2期53-57,共5页Education Science

摘　　要：实践取向作为当前教师教育课程的核心理念之一,为我国教师教育课程与教学改革指明了方向。深刻领会实践取向教师教育课程的价值内涵是建设与实施好教师教育课程的重要前提。结合当代认知科学的具身转向,审视实践取向职前教师教育课程,其全新价值与意义在于,转换视角理解实践取向教师教育课程的价值内涵,以具身心理模拟促进理论知识理解,以复杂情境参与发展实践智慧,以具身情知交融培育职业情感,全面提升教师教育质量。Practical orientation as one of the core concept of the current teacher education curriculum, curriculum and teaching reform of teacher education pointed out the direction. A profound understanding of the practice-oriented teacher education programs is to build the value of content and implementation of good teacher education programs important prerequisite. Combines contemporary cognitive science embodied steering, examine practice-oriented pre-service teacher education programs, its new value and significance of that change perspective to understand the value of content-oriented practice of teacher education programs in order to embodied by mental simulation to facilitate understanding of theoretical knowledge, by participating in complex situations to develop practical wisdom, embodied by a blend of emotion and cognition to nurture career emotion, enhance the quality of teacher education.

关 键 词：实践取向 教师教育课程 具身认知 

分 类 号：G451.2[文化科学—教育学]