儿童身体意识的价值意蕴及其实践路向  

The Value Implications and Practical Pathways of Children’s Body Awareness

作　　者：盖平运 GAI Pingyun(Department of Education,East China Normal University,Shanghai,200062)

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《现代基础教育研究》2024年第4期53-59,共7页Research on Modern Basic Education

基　　金：国家社会科学基金2021年度教育学重大课题“未来学校组织形态与制度重构的理论与实践研究”(课题编号:VFA210006)。

摘　　要：当前,儿童身体教育深受“二元对立”思维范式的影响,呈现“脱嵌对立”的困境。“身体意识”概念的补正能够通过唤醒儿童身体敏锐感知、强化儿童身体主体价值、提升儿童身体运用自觉,弥合儿童身体关系中的对立冲突,是实现儿童身体从“脱嵌对立”走向“身心耦合”的重要契机。在教育实践中培育儿童身体意识应做到:在“具身认知”的立场下让儿童与世界美好相遇,积累身体感触经验;重审儿童生活中的“他者”立场,促进主体反思;厘清儿童身体习惯的发展机制,促进儿童身体自觉的养成。Currently,children’s physical education is significantly influenced by a paradigm of dualistic thinking,leading to the“detachment-opposition”dilemma.The concept of“body awareness”can bridge these oppositions by awakening children’s sensitivity to their bodies,strengthening the intrinsic value of their physicality,and enhancing conscious body use,thus providing an important opportunity to foster a transition in children’s body from“detachment-opposition”to“mind-body coupling”.To cultivate children’s body awareness in educational practice,the following steps are suggested:facilitating meaningful encounters with the world from an embodied cognition perspective to accumulate sensory experiences;re-evaluating the role of“others”in children’s lives to encourage their self-reflection,and clarifying the mechanisms of body habit development to foster bodily selfawareness in children.

关 键 词：身体意识 儿童身体 具身理论 儿童哲学 

分 类 号：G63[文化科学—教育学]