培育小学生中华民族共同体意识的认知特征与实践路径——基于具身认知理论的视角

Research on the Cognition Characteristics and Practice Path of Strengthening the Primary School Students’Chinese National Community Consciousness——Based on Embodied Cognition Theory

铸牢中华民族共同体意识是中华民族团结进步的内驱力,是中华民族继往开来、繁荣昌盛的基石,也是当前我国民族工作的主线。小学生正处于世界观、人生观和价值观启蒙的关键期,在这个阶段引导学生树立正确的国家观、民族观、历史观,并在教育教学过程中培育其中华民族共同体意识可达事半功倍之效。本研究从小学生认知的直观性、形象性、互动性切入,以具身认知的具身性、情境性、生成性为理论分析框架,探索培育小学生中华民族共同体意识的认知特征——学生身体的可感知性、学习情境的可体认性、教学组织主体间性的互动生成,并以此为基础寻求小学教育阶段培育中华民族共同体意识的实践路径:第一,开发中华民族共同体意识的直观性课程,满足培育小学生中华民族共同体意识中身体参与的具身认知要求;第二,创设中华民族共同体意识的形象性学习情境,满足培育小学生中华民族共同体意识中环境融入的具身认知要求;第三,构建中华民族共同体意识的主体间性教学活动,满足培育小学生中华民族共同体意识中互动生成的具身认知要求。

Casting a strong sense of community of the Chinese nation is the driving force for the unity and progress of the Chinese nation.It is also the foundation for the Chinese nation prosperous and the main line of our country current national work.Elementary school students are in a crucial period of world outlook,life outlook and values outlook enlightenment when guiding students to set up the correct national and history values and fostering community consciousness in the education teaching process can help acquire good results.This study explores the cognitive characteristics of cultivating primary school students’consciousness of community of the Chinese nation based on the intuitive,figurative and interactive of primary school students’cognition,using the embodiment,situatedness and generative of embodied cognition as the theoretical analysis framework-students’body perception,the recognizability of learning situations and the interactive generation of teaching organization subject.On the basis of this,the paper seeks the practical path to cultivate the consciousness of community of the Chinese nation in the primary education stage:(1)Develop the intuitive curriculum of the consciousness of community of the Chinese nation to meet the embodied cognitive requirements of physical participation in cultivating primary school students’consciousness of community of the Chinese nation;(2)Create a figurative learning situation of Chinese national community consciousness to meet the embodied cognitive requirements of environment integration in cultivating primary school students’consciousness(3)Build intersubjective teaching activities with the consciousness of Chinese national community to meet the interactive generation requirements of embodied cognition in cultivating primary school students.