具身认知理论视角下大学生心理健康教育评价体系的构建  

The Construction of Evaluation System of Psychological Health Education for College Students from the Perspective of Embodied Cognitive Theory

作　　者：李喜梅[1] LI Xi-mei(Originality and Art College,Changzhou Textile Garment Institute,Changzhou 213164,China)

机构地区：[1]常州纺织服装职业技术学院创意与艺术设计学院

出　　处：《职教通讯》2019年第12期54-58,共5页Communication of Vocational Education

基　　金：2017年度常州纺织服装职业技术学院人文社科教育立项一般课题“基于心理学的高职受资助学生思想政治教育模式研究”(项目编号：RJ201716);2018年度江苏省高校哲学社会科学专题研究项目“新时代高职院校公共艺术教育与德育融合实证研究”(项目编号：2018SJSZ602)

摘　　要：心理健康教育不同于知识传授型教育,教育效果不仅难于评价,而且教育过程本身就是大学生心理自我调适的过程,具有具身属性。具身认知理论视角下,心理健康教育注重身体的参与和环境的影响,讲求教育过程中的知行合一。构建基于具身认知理论的心理健康教育评价体系,有利于精准把握影响心理健康教育质量的核心要素,有利于更好的为心理健康教育提供指导性反馈,有利于促进心理健康教育科学化、规范化发展。Mental health education is different from knowledge-imparting education.The effect of mental health education is difficult to evaluate and mental health education itself is the process of psychological self-adjustment of college students.From the perspective of embodied cognitive theory,mental health education pays attention to physical participation,environmental impact and the integration of knowledge and practice.The construction of mental health education evaluation system based on embodied cognition theory is conducive to accurately grasp the core elements that affect the quality of mental health education,to provide better guidance feedback for mental health education,and to promote the scientific and standardized development of mental health education.

关 键 词：具身认知 心理健康教育 评价体系 

分 类 号：G715[文化科学—职业技术教育学]