摘要
劳动教育通过体脑结合促进人的身心发展,这与具身认知强调“身心一元论”相一致。具身认知的视角能够为劳动教育的理论意义与实践探索提供心理学依据。在具身认知视角下的劳动教育能够促进学生认知、情感价值观以及社会性的发展。当前大学生对劳动教育可能存在认知偏差,在劳动中缺乏积极的情感体验,劳动活动缺少与实际职业情境的链接等。针对这些问题,文章提出具身认知视角下的劳动教育应当以“身心一体”为原则,开展体验式教学,并对教育空间进行具身化设计。
Labor education promotes physical and mental development by combination of body and mind, which is consistent with the mind-body monism of embodied cognition theory. Embodied cognition theory provides psychological basis for theoretical value and practical exploration. Labor education under embodied cognition theory facilitates cognition, emotion and sociality development of students. However, college students might have cognitive bias against labor education and lacked positive emotional experience in labor practice, which was short of connection to actual occupational situation. In practice, labor education should take“unity of body and mind”as the principle, carry out experiential teaching and design embodied education environment.
作者
钱怡
QIAN Yi(Wuxi Institute of Vocation and Technology,Wuxi 214121,China)
出处
《黑龙江高教研究》
北大核心
2022年第7期27-32,共6页
Heilongjiang Researches on Higher Education
基金
江苏省自然科学基金青年项目(编号:BK20170180)
教育部人文社会科学研究青年基金项目(编号:17YJC190021)
江苏省高等教育学会辅导员工作研究会专项课题(编号:20FYHYB015)。
关键词
具身认知
劳动教育
具身课程
Embodied Cognition
Labor Education
Embodied Curriculum
