戏剧教学法中具身学习的达成  

Achieving Embodied Learning in Drama-in-Education

作　　者：孙菲 裴淼 Sun Fei;Pei Miao

机构地区：[1]中央戏剧学院戏剧教育系,北京102209 [2]北京师范大学教育学部,北京100875

出　　处：《课程．教材．教法》2024年第6期136-140,共5页Curriculum，Teaching Material and Method

基　　金：中央戏剧学院青年教师培养与成长计划项目“在公立小学推进以戏剧的方式展开学科教学的研究”(2021QNJS004)。

摘　　要：戏剧教学法因其戏剧性要素的具身属性,成为近年来具身学习的研究热点之一。目前,对具身属性多从认知科学和教育学的角度展开研究,缺少戏剧视角,导致对戏剧性要素发挥具身作用的条件认识不足。戏剧教学法中的具身学习是指参与者以假装的游戏本能,依照活动的规则,在与可体认的情境的互动中,产生吻合或能导向教学目标的体验。戏剧教学法中具身学习的达成要满足三方面条件,即能将教学目标转换为激发互动的环境,设定能够复合多项教学需求的空间,选择难度相宜的教学工具。戏剧教学法在运用中要选择适切的教学目标,以问题和反馈促进活动体验的迁移,构建适宜协作学习的活动形态。Drama-in-education has become a hot topic in embodied learning due to its dramatic embodiment attribute.At present,researches on embodiment attributes are mainly conducted from the perspectives of cognitive science and pedagogy with a lack of emphasis on the dramatic aspects,resulting in insufficient understanding of the conditions under which dramatic elements can play embodied function.In DIE,embodied learning means participants use pretended instinctive,adhere to activity rules,and cultivate experiences that align with or propel towards educational objectives through interaction with relatable scenarios.Achieving it necessitates three key conditions which are transforming teaching goal into environment that stimulates interaction,setting space that can compound multiple teaching needs,and choosing teaching tools of appropriate difficulty.DIE should choose appropriate teaching objectives,promote the transfer of activity experience with question and feedback,and establish activity form suitable for collaborative learning.

关 键 词：戏剧教学法 具身学习 中小学艺术教育 

分 类 号：G622[文化科学—教育学]