摘要
劳动教育是落实新时代立德树人根本任务的重要途径,更是全面发展教育体系的重要支柱。但当前小学劳动教育的课程实施仍普遍存在“身心分离”的困境,使其独特的育人功能难以充分发挥。对此,具身认知理论提供了关键的理论支撑。本研究立足于该视角,系统审视并揭示了当前课程实施在目标、内容、组织与评价四个核心维度上与身体相疏离的现存困境。针对这些困境,本研究建构了一个系统的具身化实施框架:建立身心一体的层级化目标体系、设计基于身体经验的连续任务群、创设支持感知运动模拟的具身学习环境、构建嵌入身体过程的多元评价体系。该框架对深化小学劳动教育的具身化实践具有指导意义,为课程实施提供理论依据与路径支持。
Labor education is an important approach to fulfilling the fundamental task of fostering virtue and cultivating people in the new era,and it is also a key pillar of a comprehensive education system.However,the implementation of labor education in elementary schools currently still generally faces the dilemma of"separa-tion of body and mind",which makes it difficult to fully realize its unique educational functions.In this regard,embodied cognition theory provides crucial theoretical support.Based on this perspective,this paper systematical-ly examines and reveals the existing challenges in curriculum implementation across four core dimensions—ob-jectives,content,organization,and assessment—highlighting their disconnection from the body.To address these challenges,this paper constructs a systematic embodied implementation framework:establishing a hierarchical objective system that integrates body and mind,designing sequential task groups based on bodily experience,cre-ating embodied learning environments that support perceptual-motor simulation,and developing a diversified as-sessment system embedded with bodily processes.This framework provides guidance for deepening the embod-ied practice of labor education in elementary schools,offering both theoretical basis and practical pathways for curriculum implementation.
作者
王丹
梁月
马兰
WANG Dan;LIANG Yue;MA Lan
出处
《吉林省教育学院学报》
2026年第2期42-48,共7页
Journal of Jilin Provincial Institute of Education
基金
内蒙古新时代少年儿童发展研究基地2024年度少年儿童发展科研课题“少年儿童劳动教育家校协同育人系统构建及实践研究”(NMGSEJD2024KT)。
关键词
具身认知
课程实施
劳动教育
embodied cognition
curriculum implementation
labor education
