具身教育课程的内涵、理论基础和实践路向

Connotation,Theoretical Basis and Practical Approach of Embodied Curriculum

身体哲学和具身认知的研究成果,反映在教育实践中,表现为传统的课程模式向具身教育课程的转向。具身教育课程在批判传统教育学身体与心灵分离的二元论基础上,主张身体在课程实践中的复归,并构建身体与精神共同参与的整体课程实施模式。其内容主要关涉身体意识、学习环境、人际互动及社会性知识建构四个部分。此外,其在传统教育学的知识观、教学观和方法论的批判之上,将身体间性作为一种新型的教学关系,而这也将直接改变甚或完善当下的学校教育课程实践。

The research on philosophy of body and embodied cognition, reflected m the pracnce oi education, results in the shift of the traditional curriculum model to the embodied curriculum. Based on its criticism of traditional education, namely, the separation of body and soul due to the dualism, the embodied education curriculum advocates the return of the body to the course of practice, and manages to construct the holistic curriculum implementation model with participation of both body and mind. Its main contents are related to body awareness, learning environment, interpersonal interaction and social knowledge construction. In addition, based on the critique of knowledge view, teaching view and methodology in the traditional education, it takes the inter-ody as a new teaching relationship, which will directly change or improve the current practice of the school curriculum.