寓身学习研究

发布时间：2018-05-08 18:46

本文选题：身体 + 学习　；参考：《华东师范大学》2017年博士论文

【摘要】：自人类产生之日起,学习便是人类生活中的一个重要话题。最初,所有的学习都是寓身的。但经历了漫长的历史演变后,学习却出现了异化:人们越来越排斥和压制身体,学习成为一种只发生在"脖颈"以上的事件。针对这一问题,许多学者认为,应该重新重视身体在学习中的地位,实现寓身学习。在探索寓身学习实现的过程中,涌现出了许多富有创造性的研究。但是这些研究仍然存在一些问题,例如,对寓身学习的源起与发展脉络关注不足、缺少对中国传统文化智慧的挖掘、依托的学科背景单一、研究方法单一等。因此,学习异化的现实似乎仍然没有得到遏止。在反思前人研究的基础之上,本研究尝试着对"帮助学生摆脱身体受排斥和压制的现实,实现寓身学习"这一核心研究问题,进行一番探究与解答。具体思路如下:首先,从学校教育实践出发,描述了学生身体在学习过程中遭受排斥和压制的现实。具体来说,在学习过程中,学生身体主要受到学习环境、学校课程、教师教学的排斥和压制.。学生身体在学习中之所以受排斥和压制,原因主要来自两方面:认识论根源——身心二元论,以及社会根源——脑力劳动与体力劳动的分工。然后,从历史视角出发,明确指出了寓身学习的历史发展脉络。寓身学习思想与寓身学习实践的发展并非一致。具体来说,寓身学习思想在中西方文化境脉中呈现出了不同的发展轨迹:在中国传统儒家文化境脉中,寓身学习思想是一直存在的,即"体知";而在西方文化境脉中,由于身心二元论一直占据支配地位,寓身学习思想是从卢梭才开始发展的。而寓身学习实践却呈现出了中西方大体一致的发展脉络:在非制度化教育阶段,寓身学习占据着主导地位;而在制度化教育阶段,寓身学习逐渐走向衰落。继而,从当代理论研究成果出发,建构了寓身学习的核心理念。来自于哲学、心理学、社会学的有关身体的研究成果,为我们建构寓身学习的理念提供了重要的理论资源。在梅洛·庞蒂身体现象学、波兰尼默会认识论、福柯规训权力理论、女性主义思想、皮亚杰发生认识论、维果茨基社会文化活动理论、以及寓身认知等思想成果的基础上用教育学的话语建构起了寓身学习对学习本质、学习目的学习内容、学习方式、学习评价的认识和理解。具体来说,寓身学习认为,学习的本质是身心一体参与;学习的目的是成长为完整的人;学习的内容是身体与外界互动形成的经验;学习的方式是身体建构;而学习评价应该尊重学生身体体验的差异性。最后,通过实践案例,论述了寓身学习理念如何落实到教育实践中,从而解决学习过程中学生身体受排斥和压制的现实问题。本研究从寓身学习环境的创设、寓身课程的建构、以及教师寓身于教的能力与素养三个维度出发,提出了实现寓身学习的具体路径。具体来说,寓身学习环境的创设包括了寓身性的混合现实学习环境建构以及寓身性的物理学习环境建构;寓身课程的建构包括了融入身体体验的认知学科课程建设、本身包含身体的学科课程建设、本身包含身体的综合实践活动课程建设、以及专门的身体教育课程建设;教师寓身于教的素养与能力包括了教师对寓身学习价值的体认、教师对学生身体活动的解读、教师对自身身体活动的关注、以及教学形式的寓身化——游戏教学作为实现路径四个方面的内容。
[Abstract]:From the day of human birth, learning is an important topic in human life. At first, all the learning was embodied. But after a long history of evolution, learning was alienated: people were increasingly repelled and suppressed, learning to become only a kind of events above the neck. Many scholars recognized this problem. In the course of exploring the realization of body learning, many creative studies have emerged. However, there are still some problems in these studies, for example, the lack of the origin and development of body learning and the lack of mining the wisdom of Chinese traditional culture. The background of the subject is single and the research method is single. Therefore, the reality of learning alienation seems to have not been stopped. On the basis of reflection on the previous research, this study tries to explore and answer the core research problem of "helping students get rid of the reality of body rejection and suppression and realize body learning." The following ideas are as follows: first, from the practice of school education, the reality of the rejection and suppression of the students' body in the process of learning is described. In the course of the study, the students are mainly subject to the learning environment, the school curriculum, the exclusion and suppression of the teacher's teaching. The reason why the student body is rejected and suppressed in the study is the main reason. From two aspects: the root of epistemology - the dualism of body and mind, and the social root - the division of labor between mental and physical labor. Then, from a historical perspective, the historical development of body learning is clearly pointed out. The development of body learning thought and the practice of body learning is not one. Concretely speaking, the thought of body learning is in the Chinese and Western culture. There are different development trajectories in the context of the context: in the Chinese traditional Confucian cultural context, the thought of body learning is always existing, that is, "body knowledge". In the Western cultural context, because of the dominant position of the dualism of body and mind, the thought of body learning has developed from Rousseau. Generally consistent development: in the stage of non institutionalized education, body learning occupies a dominant position; while in the stage of institutionalized education, body learning is gradually declining. Then, starting from the achievements of contemporary theoretical research, the core concept of body learning is constructed. The research results from the body of philosophy, psychology and sociology are from the philosophy, psychology and sociology. The idea of building body learning provides an important theoretical resource. In Melo Ponti's physical phenomenology, the theory of Foucault, the theory of power, the feminism, Piaget's epistemology, the theory of Vygotsky's social and cultural activities, and the knowledge of body cognition, the discourse construction of education is built on the basis of the discourse of education. The essence of learning is to learn the essence of learning, the content of learning, the way of learning, and the understanding and understanding of the evaluation. In particular, the essence of learning is that the essence of learning is the body and body, the purpose of learning is to grow into a complete person; the content of learning is the experience formed by the interaction between the body and the outside world; the way of learning is body construction; And the learning evaluation should respect the differences of the students' physical experience. Finally, through the practice cases, the practical problems of how to carry out the concept of body learning to the educational practice are discussed to solve the practical problems of the exclusion and suppression of the students in the learning process. On the basis of the three dimensions of teaching ability and accomplishment, the concrete path to realize physical learning is put forward. In particular, the creation of the living learning environment includes the construction of a mixed realistic learning environment and the physical learning environment construction. The construction of the body course includes the course construction of the cognitive subject which is integrated into the body experience. The course construction of the subject including the body includes the construction of the body's comprehensive practical activities and the special physical education curriculum. The quality and ability of the teacher's physical education include the teacher's recognition of the value of the body, the reading of the teacher's physical activity, the attention of the teacher to his own physical activity, and the teaching form. The embodiment of style -- game teaching is the four aspect of realizing the path.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G42

【参考文献】