新时代中小学劳动教育实践范式——基于具身认知理论的模式建构  

Practice Paradigm of Labor Education in Primary and Secondary Schools in the New Era:Model Construction Based on the Embodied Cognitive Theory

作　　者：黄俊[1] 乔虹[1] 严超群 HUANG Jun;QIAO Hong;YAN Chaoqun(Nanjing Normal University Taizhou College,Taizhou,Jiangsu,China,225300;Nanjing Dongshan Primary School,Nanjing,Jiangsu,China,211100)

机构地区：[1]南京师范大学泰州学院,江苏泰州225300 [2]南京市东山小学,江苏南京211100

出　　处：《教育文化论坛》2022年第5期89-94,共6页Tribune of Education Culture

基　　金：江苏省“十四五”教育科学规划课题“‘新文科’建设视野下师范生素养养成教育路径探究”(D/2021/01/52);江苏高校大学生实践创新训练项目“基于STEM教育的大学生劳动创新实践研究——以种植劳动为例”。

摘　　要：新时代的劳动教育是“五育”并举育人理念的重要组成部分。在当今劳动日益信息化、智能化的背景下,中小学劳动教育在实施过程中存在着“扬心抑身”等现象,即教学效果体现为重视记忆等“脖颈以上”的部分,忽视身体的存在;劳动教育过程被虚化为“去身体化”的精神训练过程;劳动教育内容脱离现实生活。新时代的劳动教育要将“身体”引入课堂教学中,彻底告别“隐身的教学”,让劳动教育从“全脑教育”转向“全身教育”。基于具身认知理论的劳动教育范式强调身体的参与,认为教育途径是综合实践活动,教育环境是劳动的“情境场”,教育内容是现当代社会生活。Labor education in the new era is an important part of the"five-education"concept.However,in the context of increasingly informatized and intelligent labor,the implementation of labor education in primary and secondary school is"body inhibition",that is,the teaching effect is reflected in brain activities such as memory,ignoring the existence of the body;labor education process is turned into"de-physical"mental training;and the content of labor education is away from real life.Therefore,the new era of labor education should introduce the"body"into the classroom teaching,completely bid farewell to the"invisible teaching",and turn the labor education from the"brain education"to the"whole-body education".The labor education paradigm based on the embodied cognitive theory emphasizes the physical participation,the education method is comprehensive practical activities,the educational environment is the"situation field"of labor,and the educational content is modern and contemporary social life.

关 键 词：中小学 劳动教育 具身认知理论 实践范式 

分 类 号：G40-015[文化科学—教育学原理]