离身到具身:劳动教育的应然走向  

From Disembodied to Embodied: The Desirable Direction of Labour Education

作　　者：王枬[1] 朱琳[1] WANG Nan;ZHU Lin(Guangxi Normal University,Guilin Guangxi 541004)

机构地区：[1]广西师范大学,广西桂林541004

出　　处：《现代教育管理》2023年第12期21-29,共9页Modern Education Management

基　　金：教育部人文社会科学重点研究基地重大项目“面向高质量教育的‘五育融合’实践路径和理论创新研究”(22JJD880021)。

摘　　要：劳动教育是中国特色社会主义教育的重要内容,是全面发展教育中的应有之义。劳动教育的具身耦合体现在身心的一体性、成长的连续性、发生的综合性、体验的情境性。但在劳动教育实施中存在目标“离本”,内容“离序”,过程“离我”,场域“离境”等问题。劳动教育的“具身走向”应从注重身心整全性,遵循发展有序性,关注个体体验性,强调情境真实性四方面着手,助力学生身心一致、知情意行的全面发展。Labour education is an important element of education of socialism with Chinese charac⁃teristics,which is a proper part of education for all-round development.The embodied coupling of la⁃bour education is reflected in the integration of body and mind,the continuity of growth,the synthesis that takes place and the situationality of experience.However,there are some problems in the imple⁃mentation of labour education:it is“out of the root”in terms of objectives,“out of order”in terms of content,“out of the self”in terms of process and“out of the environment”in terms of the field.The“embodied direction”of labour education can be approached in four ways:focusing on the wholeness of the body and mind,following the order of development,paying attention to the individual experience and emphasizing the authenticity of the situation,and it should contribute to the body-mind unity of in⁃dividual and the all-round development of cognition,emotion,mindset and behavior.

关 键 词：劳动教育 具身认知 身心一体 应然走向 

分 类 号：G40-015[文化科学—教育学原理]