高校通识写作课教学的“具身化”策略及实践路径探析  

作　　者：张熙 

机构地区：[1]清华大学人文学院,北京100084

出　　处：《高教学刊》2024年第16期119-122,共4页Journal of Higher Education

基　　金：清华大学写作中心教改四期“以图见史:美术史写作传统及其通识教育价值”阶段性成果(xzjg2023-10)。

摘　　要：高校通识写作课致力于培养学生跨学科的知识结构和批判性思维的能力,注重学生价值和人格的塑造。但传统“离身”的写作教学模式无法充分激发学生的主动性、提升学生的参与感。通过搭建教学情境、促进通感联觉、重视实践活动等“具身化”教学策略,可以充分发挥学生的主体性和主动性,帮助学生实现知识的联系、转换、迁移,促进学生感性与理性的平衡发展,这也是通识写作课与传统大学语文类课程的核心区别。The general writing course in colleges and universities is committed to cultivating students'interdisciplinary knowledge structure and critical thinking ability,focusing on the shaping of students'values and personality.However,the traditional"disembodiment"writing teaching mode cannot fully stimulate students'initiative and enhance students'sense of participation.By building situations,promoting synesthesia and attaching importance to practical activities and other"embodied"teaching strategies,it can give full play to students'subjectivity and initiative,help students realize the connection,transformation and transfer of knowledge,and promote the balanced development of students'sensibility and rationality,which is also the core difference between general writing courses and traditional university language courses.

关 键 词：高校通识教育 写作课 教学模式 离身性 “具身化”策略 

分 类 号：G642[文化科学—高等教育学]