具身教学范式下的身体与教学

On Body and Teaching from Embodied Teaching Paradigm

身体是教学意义的纽结,是教学意义的发生场,是教学的重大问题。离身教学范式视身体为教学的物质基础,遮蔽了教学中身体的“灵性”。实际上,身体在教学中是整体存在的,既有“物性”,也有“灵性”。身体参与了教学意识活动。身体现象学与具身认知理论对身体精神性的审思,揭示了身体作为能动主体在教学中的地位与作用,具身教学显露端倪。具身教学的探索,开显了教学中的身体本真,重塑了教学中的身体形象,重构了身体的教学意义,由此建构的具身教学范式,展现了教学理论与实践变革新的方向。

Body is the knot of teaching significance,the occurrence field of teaching significance,and a major problem in teaching.The paradigm of detached teaching regards the body as the material basis of teaching.Thus,the“spirituality”of the body is covered in teaching.In fact,the body exists as a whole in teaching,with both“materiality”and“spirituality”.Body participates in teaching.Body phenomenology and embodied cognition theory reflect the spirituality of the body,revealing the status and role of the body as an active subject in teaching.Therefore,embodied teaching begins to appear.The ongoing exploration of embodied teaching has revealed the essence of the body in teaching,reshaped the body image in teaching,and reconstructed the teaching significance of the body.The embodied teaching paradigm thus constructed shows a new direction of teaching theory and practical reform.