具身学习：源流、价值与辨惑

周子仪; 曾文婕

具身学习：源流、价值与辨惑

周子仪,
曾文婕^,

华南师范大学教育科学学院，广东广州 510631

基金项目:

2024年度国家社会科学基金教育学一般课题“增值评价促进深度学习的机理与路径研究” BPA240208

详细信息

作者简介:
周子仪，女，江西景德镇人，华南师范大学教育科学学院博士研究生，主要研究方向为课程与教学基本理论

通讯作者:
曾文婕（通讯作者），女，四川广汉人，华南师范大学教育科学学院教授，博士生导师，主要研究方向为课程与教学基本理论，电子邮箱：zengwj@scnu.edu.cn

中图分类号: G442
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- 被引次数: 0
出版历程
- 收稿日期: 2024-09-13
- 网络出版日期: 2025-01-18
- 刊出日期: 2024-12-25

Embodied Learning: Origin, Value and Discussion

ZHOU Ziyi,
ZENG Wenjie^,

School of Education, South China Normal University, Guangzhou, Guangdong 510631, China

摘要

摘要: 古希腊哲学主要秉持身心分离取向。19世纪中叶，实验心理学开始重新思考身心关系，提出身心互相依存的观点。19世纪末20世纪初，机能主义心理学和行为主义心理学等心理学派逐渐消解身心二元论。20世纪初，欧洲大陆现象学家也在探索提升身体的地位。20世纪80年代，认知科学发生从离身到具身的转向。多学科领域的探索让人们逐渐意识到学习不应是离身的，而应该找回学生学习过程中失落的身体。具身学习推进形成情境生成的知识观，启发构建整体融通的学习观，带动走向灵活开放的课程观，促使确立整体卷入的教学观，倡导践行持续促学的评估观，为课程与教学活动提供启发。推动具身学习落地，应深入理解具身学习，规避其“泛化”风险；正视身心关系，避免出现“极端化”倾向；明确具身学习的要求与标准，应对“标签化”危机。
- 具身学习 /
- 学习变革 /
- 离身学习 /
- 学习方式 /
- 评估转型
Abstract: Ancient Greek philosophy mainly adhered to the orientation of the separation of body and mind. In the mid-19th century, experimental psychology began to rethink the relationship between body and mind and put forward the idea that body and mind were interdependent. In the late 19th century and early 20th century, functional psychology and behavioral psychology gradually dissolved the dichotomy between body and mind. In the early 20th century, continental European phenomenologists were also exploring the elevation of the body's status. In the 1980s, cognitive science underwent a shift from disembodiment to embodiment. The exploration in multidisciplinary fields led to the realization that learning should not be disembodied, but a physically embodied activity. Embodied learning promotes the "situation-generated" view of knowledge, inspires the "wholely integrated" view of learning, drives the "flexible and open" view of the curriculum, promotes the "wholely engaged" view of instruction, and advocates the "continuously promoting" view of assessment, thus providing inspiration for curriculum and instruction activities. To gradually promote the implementation of embodied learning, it's necessary to start at least from the following aspects. Firstly, understanding the concept of embodied learning is important to avoid the risk of its "generalization". Secondly, facing up to the relationship between body and mind is a good way to avoid the tendency towards "extremes". Thirdly, clarifying the requirements and standards of embodied learning is crucial to avoid the "labeling" crisis.
- Embodied Learning /
- Learning Change /
- Disembodied Learning /
- Approaches to Learning /
- Transformation of Assessment

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