摘要
人文课程教学互动中学生阻抗心理产生的原因来自自身、教师和教材三个方面。教师的“离身教学”行为是学生阻抗心理产生的主要原因。为了消解学生阻抗心理,教师要以“具身互动”理论为指导,借鉴相关心理咨询理论与技术,采取多种措施引导学生积极参与教学互动。
The causes of students’impedance psychology in the teaching interaction of humanities courses come from themselves,teachers and teaching materials.The main reason for students’impedance psychology is the teachers’action of“disembodied teaching”.In order to eliminate the impedance psychology of students,teachers should take the theory of“embodied?interaction”as guidance,use the relevant psychological counseling theory and Technology for reference,and take various measures to guide students to actively participate in teaching interaction.
作者
仇敏
QIU Min(School of Liberal Arts,Lianyungang Normal College,Lianyungang 222006,China)
基金
江苏省教育科学“十二五”规划立项课题“发展性心理咨询与高校人文素质教育有效融合的探索与实践”(项目编号:D/2015/03/084)
2021年江苏高校“教学研究工作”专项重点课题“具身视野下中国传统文化课程的教学范式探究”(项目编号:2021JSJY022)
连云港师范高等专科学校教改重点课题“具身视野下中国传统文化课程的教学范式探究”(项目编号:ZJG202001)。
关键词
具身认知
教学互动
阻抗心理
人文课程
embodied cognition
teaching interaction
impedance psychology
humanities course
