从"离身"到"具身":教师培训的"具身化"变革
From"Detachment"to"Embodiment":the"Embodied"Transformation of Teacher Training
沈露儒 1罗茹静 2夏文雁2
作者信息
- 1. 嘉应学院 文学院,广东 梅州 514015
- 2. 梅江区教师发展中心,广东 梅州 514000
- 折叠
摘要
教师培训存在"离身"困境,表现为培训项目设计忽视参训教师的实际需求与体验,培训方式采用传送或灌输方式,培训工作投入较大、费时较多,但培训效果不好.具身认知理论从"具身"的认知视角指引教师培训的发展方向,要求培训涉身化,强调"全人参与";要求培训生成化,突显"动态发展";要求培训情境化,增强"互动体验";要求培训合力化,促进"教学评一体",从而突破教师培训困境.
Abstract
There is a"disembodied"dilemma in teachers training,which is manifested in the fact that the design of training programmes ignores the actual needs and experiences of the participating teachers,and the training method adopts the transmission or indoctrination method,so that the training work is more invested and time-consuming,but the training effect is not satifactory.The theory of embodied cognition guides the development of teacher training from the cognitive perspective of"embodiment",which requires training to be embodied,emphasising"whole-person participation"training to be generated,highlighting"dynamic development"and training to be situated in a context that ignores the actual needs and experiences of participating teachers."training to be contextualised and to enhance the"interactive experience"and training to be synergised and to promote"teaching and evaluation as a whole",so as to break through the dilemma of teacher training.
关键词
具身认知/教师培训/困境/变革Key words
embodied cognition/teachers training/dilemma/change引用本文复制引用
基金项目
广东省教育科学规划课题(2019YQJK270)
出版年
2024
NETL
NSTL
万方数据