體驗區
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| 篇名 |
具身师德学习的内涵、价值和路径
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| 並列篇名 |
Connotation, Value and Approaches of Embodied Teacher Moral Learning
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| 作者 |
裴淼(PEI Miao)
、刘乔卉(LIU Qiao-hui)
、靳伟(JIN Wei)
、李肖艳(LI Xiao-yan)
、刘静(LIU Jing)
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| 中文摘要 |
为解决当下师德政策和实践过于强调国家和学校本位的师德建设与师德教育，忽视教师本位的师德学习这一问题，本文基于我国传统思想中的具身观以及具身认知理论，同时整合心理学和脑科学的研究发现，提出具身师德学习概念，强调教师身体的能动参与在师德学习中的回归，即教师通过身体与情境的互动，引发师德知、情、意、行的改变，最终形成教师美德。在这一概念中，“身体”具有多重意涵，既包括生理层面身体的神经系统、运动系统，亦包括心理层面身体的感知觉和情感体验等。基于具身师德学习的内涵，进一步论证了具身师德学习对教师“修身立德”的重要价值，并初步建构出具身师德学习路径。
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| 英文摘要 |
Teacher-centered moral learning has been paid little attention. To address this problem, this article puts forward the concept of embodied teacher moral learning based on China’s traditional theory of the body, embodied cognitive theory, relevant research findings from psychology and brain sciences. It emphasizes the return of the active participation of teachers’ bodies in the learning of teachers’ morality, that is, the process in which teachers’ knowledge, emotion, will and behavior are changed through the interaction of teachers’ bodies and contexts to eventually develop teachers’ virtues. In this concept, “body” has multiple meanings, including the physical nervous system and motor system, as well as the physical sensory perception and emotional experience at the psychological level. This article further demonstrates the important value of embodied teacher moral learning to teachers and preliminarily constructs the learning path of embodied teacher moral learning.
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| 頁次 |
038-044
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| 關鍵詞 |
师德
、具身师德学习
、具身认知理论
、修身立德
、teacher morality
、embodied teacher moral learning
、embodied cognition theory
、morality cultivation
、CSSCI
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| 卷期 |
33:6
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| 日期 |
202111
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| 刊名 |
教師教育研究
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| 出版單位 |
北京師範大學、華東師範大學、高等學校師資培訓交流北京中心
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