具身认知视角下劳动课程实施的问题及对策

The Problems and Countermeasures of Labor Curriculum Implementation from the Perspective of Embodied Cognition

劳动教育对于落实立德树人根本任务、培养德智体美劳全面发展的社会主义建设者和接班人具有重要意义。实施劳动课程是开展劳动教育的主渠道,具身认知理论与劳动课程实施具有内在的一致性。以具身认知理论审视劳动课程实施,可以发现其存在课程内容祛身化、实施环节线性化、开展时空环境狭隘化等问题。对此,应增强劳动课程内容的具身性,坚守劳动课程实施方式的多元性,深化劳动课程实施场域的开放性。

Labor education is of great significance to the implementation of the fundamental task of fostering morality and cultivating people, and to the cultivation of socialist builders and successors who are morally, intellectually, physically, and aesthetically developed with a love for labor. The implementation of labor curriculum is the main channel to carry out labor education, and there is internal consistency between the theory of embodied cognition and the implementation of labor curriculum. By examining the implementation of labor curriculum with embodied cognition theory, it can be found that there are some problems, such as the disembodiment of curriculum content, the linearization of implementation links, and the narrowness of spatial and temporal environment. To this end, we should strengthen the embodiment of labor curriculum content, adhere to the diversity of the implementation methods of labor curriculum, and deepen the openness of the implementation field of labor curriculum.