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从具身认知论的角度看,身体是身心合一的身体,认知是身体的认知,包含学习在内的认知活动实际上离不开人的身体经验。教育戏剧注重学生全员参与、表演过程的生成,尊重学生对文本的理解与创生,以及学生由此而获得的具身性体验等等。与传统课程教学相比,教育戏剧能够让学生获得更真实的亲身体验,更能让学生全身心地参与学习。具身性活动注重学生主体的主动性和创造性培养,通过这样的课程教学形态,既促进了学生主体的身体表达,又促进不同主体间的交流与互动。教育戏剧具有愉快教学、寓教于乐的特点,更有利于教学活动的开展以及教学目标的实现,为促进学生身体主体性发展提供了一种新的尝试。
From the perspective of cognitive stereotype, the body is the body of the body and mind, cognition is the body’s cognitive, cognitive activities, including learning, in fact, can not be separated from the human body’s experience. Education and drama focus on the full participation of students, the process of performance generation, respect for students’ understanding of the text and creation, as well as the students derived from experience and so on. Compared with the traditional curriculum teaching, education and drama can make students get a more realistic experience, but also make students fully involved in learning. Specific activities focus on the initiative and creative cultivation of students, through such teaching patterns, not only to promote the body of the student body, but also to promote the exchange and interaction between different subjects. Education and drama has the characteristics of pleasant teaching, entertaining, more conducive to the teaching activities and the realization of teaching objectives, which provides a new attempt to promote the development of students’ subjectivity.