具身认知:教师专业学习的本质、问题与路径  

Embodied Cognition:The Essence,Problems and Paths of Teachers’Professional Learning

作　　者：杨成利[1] 鲁瑶 YANG Chengli;LU Yao

机构地区：[1]曲阜师范大学继续教育学院,曲阜273165 [2]青岛西海岸新区致远中学,青岛266427

出　　处：《北京宣武红旗业余大学学报》2021年第4期56-62,共7页Journal of Beijing Xuanwu Hongqi Spare-Time University

摘　　要：教师的专业学习应是自我发起和自我导向的具身学习。然而,目前教师的专业学习却不具有这种具身性,具体表现为学习目标的外设化与狭隘性、学习内容的抽象化与预成性、学习方式的简单化与被动性、学习场所的压缩化与拘囿性等。以具身认知理论为指导,教师要真正实现自身专业学习水平的有效提升,就必须确立基于"学习者立场"的学习目标,坚持其专业学习的"问题中心"取向,重视其专业学习的"躬身体知",强调其专业学习的教育现场回归。ion and preformation of learning content,simplification and passiveness of learning methods,compression and restraint of learning place and so on.In order to effectively improve their professional learning,teachers should take the theory of embodied cognition as guidance and try to establish learning objectives based on the"learner’s position",adhere to the"problem center"orientation,pay attention to the use of"both parts"in learning,and emphasize the return of the educational field.

关 键 词：教师专业学习 具身认知 本质 问题 路径 

分 类 号：G72[文化科学—成人教育学]