教师实践性知识的具身维度与生成路径

On Embodied Dimension and Generation Path of Teacher’s Practical Knowledge

以具身化理论审视教师实践性知识,有助于教师实践性知识朝向与接近"教师实践"本身的原初、直接的丰富样态。具身化理论视阈下的教师实践性知识是以教师当下实践为切入点的、将教师身体感知纳入教师实践的意识诠释,是教师身体参与教育实践的整体性意义绽放。教师身体与教师实践性知识的相互浸润与包融,内在地孕育着教师实践性知识的具身维度,主要包括知觉教育问题的身体图式、孕育教师反思的"身体—主体"、奠基教师信念的他者。具身化理论赋予教师实践性知识的具身转向,也引发了其生成路径的思维性变革,主要涉及教学意象的具身经验共享、教学情境的具身行为体验、教学活动的"他者共情"信念熏陶。

Examining teacher’s practical knowledge with embodiment theory can help teacher’s practical knowledge to be more oriented and close to the original and direct enrichment of"teacher practice".In view of embodiment theory,teacher’s practical knowledge can be interpreted as the consciousness of teacher’s body perception into teacher’s practice based on teacher’s current practice,which contains the overall significance of teacher’s body participation in teacher’s practice.The mutual infiltration and inclusion of teachers’bodies and their practical knowledge internally nurture the embodied dimension of teachers’practical knowledge,mainly including body schema of perceptual education,"body-subject"for nurturing teachers’reflection,and some other teacher beliefs.The body-turning of teacher’s practical knowledge from embodiment theory also leads to thinking change of its generative path,which mainly involves the sharing of embodied experience in teaching image,the experience of embodied behavior in teaching situation and the belief influenced by"others’empathy"in teaching activities.