本文選題：身體 + 學習��； 參考：《華東師范大學》2017年博士論文

【摘要】：自人類產(chǎn)生之日起,學習便是人類生活中的一個重要話題。最初,所有的學習都是寓身的。但經(jīng)歷了漫長的歷史演變后,學習卻出現(xiàn)了異化:人們越來越排斥和壓制身體,學習成為一種只發(fā)生在"脖頸"以上的事件。針對這一問題,許多學者認為,應該重新重視身體在學習中的地位,實現(xiàn)寓身學習。在探索寓身學習實現(xiàn)的過程中,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題,例如,對寓身學習的源起與發(fā)展脈絡關注不足、缺少對中國傳統(tǒng)文化智慧的挖掘、依托的學科背景單一、研究方法單一等。因此,學習異化的現(xiàn)實似乎仍然沒有得到遏止。在反思前人研究的基礎之上,本研究嘗試著對"幫助學生擺脫身體受排斥和壓制的現(xiàn)實,實現(xiàn)寓身學習"這一核心研究問題,進行一番探究與解答。具體思路如下:首先,從學校教育實踐出發(fā),描述了學生身體在學習過程中遭受排斥和壓制的現(xiàn)實。具體來說,在學習過程中,學生身體主要受到學習環(huán)境、學校課程、教師教學的排斥和壓制.。學生身體在學習中之所以受排斥和壓制,原因主要來自兩方面:認識論根源——身心二元論,以及社會根源——腦力勞動與體力勞動的分工。然后,從歷史視角出發(fā),明確指出了寓身學習的歷史發(fā)展脈絡。寓身學習思想與寓身學習實踐的發(fā)展并非一致。具體來說,寓身學習思想在中西方文化境脈中呈現(xiàn)出了不同的發(fā)展軌跡:在中國傳統(tǒng)儒家文化境脈中,寓身學習思想是一直存在的,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,寓身學習思想是從盧梭才開始發(fā)展的。而寓身學習實踐卻呈現(xiàn)出了中西方大體一致的發(fā)展脈絡:在非制度化教育階段,寓身學習占據(jù)著主導地位;而在制度化教育階段,寓身學習逐漸走向衰落。繼而,從當代理論研究成果出發(fā),建構了寓身學習的核心理念。來自于哲學、心理學、社會學的有關身體的研究成果,為我們建構寓身學習的理念提供了重要的理論資源。在梅洛·龐蒂身體現(xiàn)象學、波蘭尼默會認識論、�？乱�(guī)訓權力理論、女性主義思想、皮亞杰發(fā)生認識論、維果茨基社會文化活動理論、以及寓身認知等思想成果的基礎上用教育學的話語建構起了寓身學習對學習本質(zhì)、學習目的學習內(nèi)容、學習方式、學習評價的認識和理解。具體來說,寓身學習認為,學習的本質(zhì)是身心一體參與;學習的目的是成長為完整的人;學習的內(nèi)容是身體與外界互動形成的經(jīng)驗;學習的方式是身體建構;而學習評價應該尊重學生身體體驗的差異性。最后,通過實踐案例,論述了寓身學習理念如何落實到教育實踐中,從而解決學習過程中學生身體受排斥和壓制的現(xiàn)實問題。本研究從寓身學習環(huán)境的創(chuàng)設、寓身課程的建構、以及教師寓身于教的能力與素養(yǎng)三個維度出發(fā),提出了實現(xiàn)寓身學習的具體路徑。具體來說,寓身學習環(huán)境的創(chuàng)設包括了寓身性的混合現(xiàn)實學習環(huán)境建構以及寓身性的物理學習環(huán)境建構;寓身課程的建構包括了融入身體體驗的認知學科課程建設、本身包含身體的學科課程建設、本身包含身體的綜合實踐活動課程建設、以及專門的身體教育課程建設;教師寓身于教的素養(yǎng)與能力包括了教師對寓身學習價值的體認、教師對學生身體活動的解讀、教師對自身身體活動的關注、以及教學形式的寓身化——游戲教學作為實現(xiàn)路徑四個方面的內(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.

【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G42

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