教师教育研究2025，Vol.37Issue(4)：61-67,7.
具身师德学习路径的现实创建
Construction of Embodied Teacher Moral Learning Approaches
摘要
Abstract
The cultivation of teachers' morality has become increasingly important in teaching workforce development.However,the existing approaches to cultivating teachers' morality still place teachers in the object position of"being disci-plined",obliterating their initiative and agency in the learning and development of teachers' morality.This would possibly undermine the expected results of teachers' morality cultivation and trigger certain practical problems.Embodied teacher moral learning emphasizes the active involvement of teachers' bodies and advocates the unification of teachers' moral knowl-edge,emotion,volition and behavior.Therefore,the restoration of teachers' bodies in teacher moral learning may provide an alternative approach to resolve the aforementioned difficulties.Based on the practical experience of six rounds of embod-ied teacher moral courses over three years as well as the previously constructed multidisciplinary theoretical foundation,this article constructs the connotation and specific stages of embodied teacher moral learning approaches.The approaches start from moral dilemmas and go through two intermediate stages including the embodied metaphor learning of moral concepts and the embodied simulation learning of moral cases.During this process,the dynamic interaction among embodied experien-cing,reflecting and dialogue,and meaning construction is constantly involved,which contributes to promoting the develop-ment of teachers' moral knowledge,emotion,volition and behavior,and likely providing an effective innovative approach for the cultivation of teachers' morality in China.关键词
具身师德学习/学习路径/内涵建构/具身模拟Key words
embodied teacher moral learning/learning approaches/connotation construction/embodied simulation分类
社会科学引用本文复制引用
裴淼,吴宇航,刘乔卉,周琬琦..具身师德学习路径的现实创建[J].教师教育研究,2025,37(4):61-67,7.基金项目
国家社会科学基金"十三五"规划"2020年度教育学一般课题(BBA200039) （BBA200039）
