从离身到具身:当代教学思维方式的转型被引量：56

From Disembodiment to Embodiment:Transition of Contemporary Thinking Mode in Teaching

下载PDF

导出

摘要教学思维方式是影响教学变革的重要因素。传统教学思维方式是一种离身式的认知方式,身体的经验被当作教学认识的对立面而受到抛弃,这种认识严重制约了教学的变革。受具身认知科学的发展和哲学研究身体转向的启发,当代教学思维方式开始向具身化转变,具体表现为把教学视为情境性、生成性和动态性的过程,并更加重视教学研究方式的身体特征。 Thinking mode in teaching is the important factor influencing the teaching reform. Traditional thinking mode is a kind of disembodied cognition and the experience of body is neglected as the opposite side of teaching cognition, which has seriously restricted the teaching reform. Influenced by the current development of embodied cognition science and the turning of philosophical researches, thinking mode in teaching has begun to get more embodied, which manifests itself as regarding instruction as the situational, generative and dynamic process and focusing more on the body experience in teaching researches.

作者邱关军

机构地区华东师范大学教育学系

出处《教育理论与实践》 CSSCI 北大核心 2013年第1期61-64,共4页 Theory and Practice of Education

关键词离身具身教学思维方式 disembodiment embodiment thinking mode in teaching

分类号 G420 [文化科学—课程与教学论]

引文网络
相关文献

参考文献16

1Bernstein.R. Beyond Objectivism and Relativism: Science, Herm-eneutics, and Praxis〔M〕. PhiladelphiarUniversity of PennsylvaniaPress, 1983.
2F.瓦雷拉,E?汤普森,E?罗施.具身心智:认知科学和人类经验〔M〕.李恒威等译.杭州:浙江大学出版社,2010.34.80.165.
3一百位著名心理学家:海布〔EB/OL〕http://www.cnpsy.net/Rea-dNews.asp?NewsID=1096,2006-6-4.
4叶浩生.有关具身认知思潮的理论心理学思考[J].心理学报,2011,43(5):589-598. 被引量：296
5Lako?fGeorge,Cognitive Semantics〔A〕. In Umberto Eco, MarcoSantambrogio, and Patrizia Violi, eds. Meaning and Mental Rep-resentations(C].Bloomington, Indiana: Indiana University Press,1988.54-119.
6RolfPfeifer,JoshBongard.身体的智能-智能科学新视角〔M〕.俞文伟等译.北京:科学出版社,2009.29.
7Dreyfus.H..Beingin The World:A Commentary on Heidegger’sBeing and Time, Division 1, Cambridge, Massachusetts [ M ] . Lon-don:MIT Press,1991.4-7.
8梅洛?庞蒂.知觉现象学〔M〕.姜志辉译.北京:商务印书馆,2001.101.
9姜宇辉.“具身化”:知识、行动与时间性——从安迪·克拉克到吉尔·德勒兹[J].华东师范大学学报（哲学社会科学版）,2010,42(4):21-27. 被引量：15
10德勒兹,加塔利.什么是哲学[M].张祖建,译.长沙:湖南文艺出版社,2007.379.

二级参考文献51

1张卫东,李其维.认知神经科学对心理学的研究贡献——主要来自我国心理学界的重要研究工作述评[J].华东师范大学学报（教育科学版）,2007,25(1):46-55. 被引量：22
2费多益.认知研究的现象学趋向[J].哲学动态,2007(6):55-62. 被引量：24
3陈向明.质的研究中研究者如何走进研究现场.高等教育研究,1997,(4).
4Clandinin, D. J. , Davies, A. , Hogan, P. and Kennard, B. (eds) Learning to teach, teaching to learn: Stories of collaboration in teacher education[M]. New York: Teachers College Press. 1993.
5Coffey, A. J. The ethnographic self[M]. Thousand Oaks, CA: Sage. 1999.
6Hammersley, M. and Atkinson, P. Ethnography: Principles in practice[M]. London:Rouledge,2007.
7Malone, S. Ethics at home: Informed consent in your own backyard[J]. International Journal of Qualitative Studies in Education, 2003, (16):797-815.
8Maxwell, J. Handouts for the course "Qualitative research in education". Cambridge, US: Harvard Graduate School of Education, 1994.
9Milroy, L. Language and social networks[M]. 2nd ed. Oxford : Blackwell. 1987.
10Tedlock, B. From participant observation to the observation of participation: The emergence of narrative ethnography[J]. Journal of Anthropological Research, 1991, (47) : 69-94.