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篇名 民族地区教师文化互动胜任力学习的困境及其超越——具身认知的视角
並列篇名 The Dilemma and Transcendence of Teachers’ Learning in Cultural Interaction Competence in Ethnic Areas - Perspective of Embodied Cognition
作者 国建文(GUO Jian-wen) 、苏德(SU De)
中文摘要 立足于具身认知的视角来审视,由于忽视教师身体与其所嵌入的具体环境,当前民族地区教师文化互动胜任力的学习往往陷入多重困境之中,其具体表现在民族地区教师文化互动胜任力培养目标的“工具性” 导向、学习主体的“涉身性”压制、学习方法的“外在性” 偏差等层面。追根溯源,其原因可以从民族地区教师文化互动胜任力学习过程中对教师身体功能认识的“偏离”与实践中对教师身体的“贬抑” 两方面加以把握。为超越此困境,民族地区教师文化互动胜任力的学习进程中必须高度重视教师身体功能的特质并依此重构教师自我文化互动胜任力学习的相关认知与具体实践。
英文摘要 Based on the perspective of embodied cognition, due to the neglect of teachers themselves and the specific environment they are embedded in, the teachers’ learning in cultural interaction competence in ethnic areas is often in multiple difficulties, which are reflected in some aspects, such as the “instrumental” orientation of the training objectives of teachers, cultural interaction competence in Ethnic Areas, the “embodiment” suppression of learning subjects, and the “externality” deviation in learning methods ”. Fundamentally, the reasons are the two aspects: the “deviation” of the understanding of teachers’ body functions in the process of teachers’ learning in cultural interaction competence in ethnic areas and the “belittling” of teachers’ bodies in practice. In order to overcome these dilemmas, we must attach great importance to the characteristics of teachers’ body functions in the process of teachers’ learning in cultural interaction competence in ethnic areas, and reconstruct the relevant cognition and practice of teachers ’ learning in self-cultural interaction competence on the basis of this.
頁次 047-052
關鍵詞 民族地区 教师 文化互动胜任力 具身认知 ethnic minority areas teachers intercultural competency emboied cognition CSSCI
卷期 32:3
日期 202005
刊名 教師教育研究
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