走向具身教学:学业负担问题消解的逻辑与路径

Towards Embodied Teaching:The Logic and Path of Eliminating the Problem of Academic Burden

由于身心二元论的长期影响,客观主义的知识观、抽象主义的学习观、传递主义的教学观充斥于教育进程之中,三者交互影响,共同构成过重学业负担问题生成的内在动因。作为一种具有突破性意义的认知范式,具身认知理论强调身心一体性、知行合一性与人境相融性,其在教育领域的介入与应用,为学业负担问题的研判与诊治提供了新的思路。我们需要转变离身理念凸显教学人性价值、解放主体身体提升教学实践价值、营造具身环境实现教学对话价值,以期通过教学的身体转向实现过重学业负担问题的有效破解。

Due to the long-term influence of the dualism of body and mind, the knowledge view of objectivism,the learning view of abstractionism and the teaching view of transmissionism have been pervasive in the educational process.The three interact and together constitute the internal motivation for the generation of the problem of excessive academic burden.As a breakthrough cognitive paradigm,embodied cognitive theory emphasizes the unification of body and mind,the unity of knowledge and practice and the integration of human environment.We need to change the concept of disembodied cognition and highlight the human value of teaching,liberate the main body and improve the value of teaching practice,create a specific environment and realize the value of teaching dialogue,thus to effectively solve the problem of excessive academic burden through the turning of teaching.