具身视域下教师教材使用的基础、框架与路径

Teachers’ Use of Textbooks from the Perspective of Embodied Cognition：Foundation， Framework， and Pathways

中文关键词:  具身认知；教师教材使用；框架建构；实践路径

英文关键词:embodied cognition， teachers’use of textbooks， framework construction， practical pathways

中文摘要:

      具身视域下的教师教材使用，强调对学生身体整全性、主体性、体验性和生成性的关注，主张从“关于身体”“重视身体”“通过身体”“回到身体”的原初状态，构建教材使用的具身框架。教师在使用教材时，要以身心一体为导向，根据学生身体体验性和生成性的特点，创设身体在场的情境，设计科学的评价体系，引导学生在身体对话的动态过程中，理解教材内容，体验教材情感，进而实现“立德树人”的教育目标。

英文摘要:

      Teachers’use of textbooks from the perspective of embodiment emphasizes the attention to students’ physical wholeness， subjectivity， experience and growth. It advocates to construct an embodied framework for textbook use from the original states of “concerning the body”，“valuing the body”，“through the body”and “returning to the body”. When using textbooks， teachers should be guided by the integration of body and mind， design situations that involve bodily presence based on students’ experiential and developmental characteristics， and develop a scientific evaluation system， and guide students through a dynamic process of bodily dialogue to understand the content of the textbook and experience its emotions， so as to achieve the educational goal of moral education.