具身实践视野下的教育行动研究  

Educational Action Research from the Perspective of Embodied Practice

作　　者：苏鸿[1] Su Hong(Guangdong University of Education,Guangzhou Guangdong 510303,China)

机构地区：[1]广东第二师范学院

出　　处：《中国教育科学（中英文）》2020年第5期135-141,共7页Education Sciences in China

基　　金：全国教育科学“十二五”规划2015年度教育部重点课题“实践理性视域下的教师行动研究”(项目编号:DAA150205)。

摘　　要：以技术理性为理论根基的传统行动研究本质上是一种离身性研究,它忽视教师的生存处境、情感诉求与身体实践,使教师在研究中被边缘化、抽象化,并最终使行动研究日益丧失行动的力量。具身实践理论的兴起,要求我们重建教育行动研究的价值追求与实践逻辑。在具身实践的视野之中,教育行动研究是暖心和返魅的研究旅程,教育行动研究的根本旨趣是重建教师的专业认同,强化教师在行动研究中的感受力、洞察力和行动力。Traditional action research based on technical rationality is essentially a kind of off-body research. It ignores teachers’ living conditions, emotional appeals, and physical practice, making teachers marginalized and abstracted in research, and ultimately making action research increasingly lose the power to act. The rise of embodied practice theory requires us to reconstruct the value pursuit and practical logic of educational action research. In the perspective of embodied practice, educational action research is a warm and charming research journey. The fundamental purpose of educational action research is to rebuild teachers’ professional identity and strengthen teachers’ sensibility, insight and action in action research.

关 键 词：具身实践 实践哲学 教育行动研究 

分 类 号：G60-034[文化科学—教育学]