本文選題：身體 + 學(xué)習(xí)��； 參考：《華東師范大學(xué)》2017年博士論文

【摘要】：自人類產(chǎn)生之日起,學(xué)習(xí)便是人類生活中的一個(gè)重要話題。最初,所有的學(xué)習(xí)都是寓身的。但經(jīng)歷了漫長(zhǎng)的歷史演變后,學(xué)習(xí)卻出現(xiàn)了異化:人們?cè)絹?lái)越排斥和壓制身體,學(xué)習(xí)成為一種只發(fā)生在"脖頸"以上的事件。針對(duì)這一問(wèn)題,許多學(xué)者認(rèn)為,應(yīng)該重新重視身體在學(xué)習(xí)中的地位,實(shí)現(xiàn)寓身學(xué)習(xí)。在探索寓身學(xué)習(xí)實(shí)現(xiàn)的過(guò)程中,涌現(xiàn)出了許多富有創(chuàng)造性的研究。但是這些研究仍然存在一些問(wèn)題,例如,對(duì)寓身學(xué)習(xí)的源起與發(fā)展脈絡(luò)關(guān)注不足、缺少對(duì)中國(guó)傳統(tǒng)文化智慧的挖掘、依托的學(xué)科背景單一、研究方法單一等。因此,學(xué)習(xí)異化的現(xiàn)實(shí)似乎仍然沒(méi)有得到遏止。在反思前人研究的基礎(chǔ)之上,本研究嘗試著對(duì)"幫助學(xué)生擺脫身體受排斥和壓制的現(xiàn)實(shí),實(shí)現(xiàn)寓身學(xué)習(xí)"這一核心研究問(wèn)題,進(jìn)行一番探究與解答。具體思路如下:首先,從學(xué)校教育實(shí)踐出發(fā),描述了學(xué)生身體在學(xué)習(xí)過(guò)程中遭受排斥和壓制的現(xiàn)實(shí)。具體來(lái)說(shuō),在學(xué)習(xí)過(guò)程中,學(xué)生身體主要受到學(xué)習(xí)環(huán)境、學(xué)校課程、教師教學(xué)的排斥和壓制.。學(xué)生身體在學(xué)習(xí)中之所以受排斥和壓制,原因主要來(lái)自兩方面:認(rèn)識(shí)論根源——身心二元論,以及社會(huì)根源——腦力勞動(dòng)與體力勞動(dòng)的分工。然后,從歷史視角出發(fā),明確指出了寓身學(xué)習(xí)的歷史發(fā)展脈絡(luò)。寓身學(xué)習(xí)思想與寓身學(xué)習(xí)實(shí)踐的發(fā)展并非一致。具體來(lái)說(shuō),寓身學(xué)習(xí)思想在中西方文化境脈中呈現(xiàn)出了不同的發(fā)展軌跡:在中國(guó)傳統(tǒng)儒家文化境脈中,寓身學(xué)習(xí)思想是一直存在的,即"體知";而在西方文化境脈中,由于身心二元論一直占據(jù)支配地位,寓身學(xué)習(xí)思想是從盧梭才開始發(fā)展的。而寓身學(xué)習(xí)實(shí)踐卻呈現(xiàn)出了中西方大體一致的發(fā)展脈絡(luò):在非制度化教育階段,寓身學(xué)習(xí)占據(jù)著主導(dǎo)地位;而在制度化教育階段,寓身學(xué)習(xí)逐漸走向衰落。繼而,從當(dāng)代理論研究成果出發(fā),建構(gòu)了寓身學(xué)習(xí)的核心理念。來(lái)自于哲學(xué)、心理學(xué)、社會(huì)學(xué)的有關(guān)身體的研究成果,為我們建構(gòu)寓身學(xué)習(xí)的理念提供了重要的理論資源。在梅洛·龐蒂身體現(xiàn)象學(xué)、波蘭尼默會(huì)認(rèn)識(shí)論、�？乱�(guī)訓(xùn)權(quán)力理論、女性主義思想、皮亞杰發(fā)生認(rèn)識(shí)論、維果茨基社會(huì)文化活動(dòng)理論、以及寓身認(rèn)知等思想成果的基礎(chǔ)上用教育學(xué)的話語(yǔ)建構(gòu)起了寓身學(xué)習(xí)對(duì)學(xué)習(xí)本質(zhì)、學(xué)習(xí)目的學(xué)習(xí)內(nèi)容、學(xué)習(xí)方式、學(xué)習(xí)評(píng)價(jià)的認(rèn)識(shí)和理解。具體來(lái)說(shuō),寓身學(xué)習(xí)認(rèn)為,學(xué)習(xí)的本質(zhì)是身心一體參與;學(xué)習(xí)的目的是成長(zhǎng)為完整的人;學(xué)習(xí)的內(nèi)容是身體與外界互動(dòng)形成的經(jīng)驗(yàn);學(xué)習(xí)的方式是身體建構(gòu);而學(xué)習(xí)評(píng)價(jià)應(yīng)該尊重學(xué)生身體體驗(yàn)的差異性。最后,通過(guò)實(shí)踐案例,論述了寓身學(xué)習(xí)理念如何落實(shí)到教育實(shí)踐中,從而解決學(xué)習(xí)過(guò)程中學(xué)生身體受排斥和壓制的現(xiàn)實(shí)問(wèn)題。本研究從寓身學(xué)習(xí)環(huán)境的創(chuàng)設(shè)、寓身課程的建構(gòu)、以及教師寓身于教的能力與素養(yǎng)三個(gè)維度出發(fā),提出了實(shí)現(xiàn)寓身學(xué)習(xí)的具體路徑。具體來(lái)說(shuō),寓身學(xué)習(xí)環(huán)境的創(chuàng)設(shè)包括了寓身性的混合現(xiàn)實(shí)學(xué)習(xí)環(huán)境建構(gòu)以及寓身性的物理學(xué)習(xí)環(huán)境建構(gòu);寓身課程的建構(gòu)包括了融入身體體驗(yàn)的認(rèn)知學(xué)科課程建設(shè)、本身包含身體的學(xué)科課程建設(shè)、本身包含身體的綜合實(shí)踐活動(dòng)課程建設(shè)、以及專門的身體教育課程建設(shè);教師寓身于教的素養(yǎng)與能力包括了教師對(duì)寓身學(xué)習(xí)價(jià)值的體認(rèn)、教師對(duì)學(xué)生身體活動(dòng)的解讀、教師對(duì)自身身體活動(dòng)的關(guān)注、以及教學(xué)形式的寓身化——游戲教學(xué)作為實(shí)現(xiàn)路徑四個(gè)方面的內(nèi)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.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G42

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