具身学习视角下身心融合式师德培育模式探讨  

On the Cultivation Mode of Teachers’Ethics of Body and Mind Integration:from the Perspective of Embodied Learning

作　　者：陈洁莹 宋萑[1] CHEN Jieying;SONG Huan(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教师教育研究中心,北京100875

出　　处：《现代教育论丛》2024年第6期56-65,共10页Modern Education Review

基　　金：2024年度北京师范大学中央高校基本科研业务费科研创新人才培育项目“教育强国建设背景下高质量教师队伍建设研究”(1243300004)。

摘　　要：以往的师德培育与发展中,存在身体体验被忽视的现象,如师德培训的“知行分离”以及权力对教师身体发展道德的规训等。针对这一现象,许多研究阐明了具身学习理论的基本要点,并指出了具身方式比离身方式更能促进师德发展,但缺乏系统探讨具身方式和师德培育相互关系的研究。基于此,本研究通过梳理西方具身认知理论指导下学习理论的发展,并从本体论、价值论、实践论角度出发反思具身学习理论与师德培育的逻辑契合,从而构建出更加全面、深入和有效的具身师德培育体系,即以重视教师本体的具身路径促使教师自主建构师德实践准则。In the past,bodily experience was often overlooked in the cultivation and development of teacher ethics,such as the separation of knowledge and practice in teachers’ethics training and the discipline of power on teachers’physical development ethics.In response to this phenomenon,many studies have clarified the fundamental points of the embodied learning theory and indicated that embodied approaches are more effective in promoting the development of teacher’s ethics than disembodied methods.However,there is a lack of researches systematically exploring the relationship between embodied approaches and the cultivation of teacher’s ethics.Therefore,this studyfirst systematically reviews the progress of learning theory under the guidance of western embodied cognition theory,and reflects on the logical agreement between embodied learning theory and teacher’s ethics cultivation from the perspectives of ontology,axiology and practice.This leads to the construction of a more comprehensive,in-depth and effective system for embodied teacher’s ethics cultivation,which emphasizes embodied approaches that encourage teachers to autonomously construct the practice criteria.

关 键 词：具身学习 师德 逻辑契合 自主建构 

分 类 号：G442[哲学宗教—心理学]