具身认知下高职劳动教育的内涵目标与实施路径  

On the Connotation Target and Implementation Path of Labor Education in Higher Vocational Education from the Perspective of Embodied Cognition

作　　者：王伟[1] WANG Wei(School of Electric Power Engineering,Guangxi Electrical Polytechnic Institute,Nanning,Guangxi 530007,China)

机构地区：[1]广西电力职业技术学院电力工程学院,广西南宁530007

出　　处：《教育教学论坛》2022年第31期5-8,共4页Education And Teaching Forum

基　　金：2021年度全国电力职业教育研究课题“新时代劳动教育视阈下‘工匠型’电力类人才培养研究”(20212014);2021年度广西教育科学规划自筹经费重点课题(B类)“新时代劳动教育融入高职人才培养全过程的研究与实践”(2021B170)。

摘　　要：具身认知理论倡导身体与环境的交互作用,强调认知是对大脑、环境、身体的系统认知,为劳动教育提供了学理阐释和路径指引。基于具身认知视角,从促进认知生成、增强情感体验、促进身心全面发展等三个层面,对新时代高职院校劳动教育的内涵和目标进行探究;把具身认知理论运用到高职劳动教育实践中,从构建情境化的劳动教育环境、拓展实践化的劳动教育内容、推行体验性的劳动教育方式、强化对具身参与的劳动评价等方面,提出劳动教育的实施路径,为学生获得劳动技能、经验、情感和智慧创造条件。The embodied cognition theory advocates the interaction between body and environment,emphasizes that cognition is a systematic cognition of brain, environment and body, and provides theoretical explanation and path guidance for labor education. From the perspective of the embodied cognition theory, this paper probes into the connotation and goal of labor education in higher vocational colleges in the new era from three the aspects of promoting cognitive generation, enhancing emotional experience, and promoting the overall development of body and mind. The theory of embodied cognition is applied to the practice of labor education in higher vocational colleges. From the aspects of constructing the contextualized labor education environment,expanding the practical content of labor education, carrying out the experiential labor education method, and strengthening the labor evaluation of concrete participation, this paper puts forward the implementation path of labor education, so as to create conditions for students to acquire labor skills, experience, feelings and wisdom.

关 键 词：具身认知 高职院校 劳动教育 内涵目标 实施路径 

分 类 号：G712[文化科学—职业技术教育学]