教师教育研究2023，Vol.35Issue(6)：35-43,9.
具身师德学习路径下的师范生认知进阶
Prospective Teachers'Cognitive Progression under the Embodied Teacher Moral Learning Approaches
摘要
Abstract
Teachers'morality is the ideological foundation of teacher training,and conceptual learning is the starting point of all learning.As future teachers,prospective teachers'conceptual learning of teachers'morality is faced with the dual challenges of contingency and actuality.This study is devoted to exploring the impact of the embodied teacher moral learning path on the conceptual learning of teacher morality of prospective teachers.Through the content analysis of the conceptual understanding of teacher morality of prospective teachers at different stages of learning,it can be seen that in the embodied teacher moral learning path,prospective teachers have completed the role transfer through situational mapping and behavioral metaphors,and that the learning process shows a process of transcending the subject/object dichotomy between the learner-content of learning and emphasizing the learning process shows a shift beyond the subject-object dichotomy of learner-con-tent,highlighting the existential process of prospective teacher-future teacher,and shifting to the here-and-now existence of embodiment.With the help of the embodied teacher moral learning path,the prospective teachers'learning level of basic concepts of teacher morality has been improved at different levels.关键词
具身认知/具身师德学习/概念学习/学习进阶Key words
embodied cognition/embodied teacher moral learning/concept learning/learning progressions分类
社会科学引用本文复制引用
王泓瑶,裴淼..具身师德学习路径下的师范生认知进阶[J].教师教育研究,2023,35(6):35-43,9.基金项目
2022年度教育部人文社会科学重点研究基地重大项目(22JJD880010)、2021年度河南省高等教育教学改革研究与实践项目(2021SJGLX495)阶段成果 （22JJD880010）
