教育科学 ›› 2024, Vol. 40 ›› Issue (4): 89-96.

• 高等教育研究 • 上一篇    

从“离身”到“具身”:数字化时代职业教育身体回归的实践理路与国际借鉴*

李延平, 王景   

  1. 陕西师范大学 教育学部,陕西 西安 710062
  • 出版日期:2024-07-15 发布日期:2024-09-06
  • 作者简介:李延平(1964- ),女,陕西安塞人,陕西师范大学教育学部教授,主要从事比较职业教育研究;|王景(1993- ),女,甘肃天水人,陕西师范大学教育学部博士生,主要从事比较职业教育研究。
  • 基金资助:
    *国家社会科学基金“十四五”规划2021年度教育学一般课题“基于技术哲学的职业本科高校专业评估指标体系构建及测评研究”(BJA210106)

From the “Disembodied” to the “Embodied”: Practical Approaches and International References to the Return of the Body to Vocational Education in the Digital Age

Li YanPing, Wang Jing   

  1. Faculty of Education, Shaanxi Normal University, Xi’an Shaanxi 710062, China
  • Online:2024-07-15 Published:2024-09-06

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摘要：

职业教育是培养高素质技术技能型人才的主要途径。从身体哲学的视角对职业教育的本体论、认识论和方法论进行剖析可知,职业教育应确证身体本位、凸显身体经验、创设身体知觉场。然而,在身心二元认识论的规约下,职业教育面临着教学过程游离于身体之外、教学内容围困于知识传递之中、教学场域脱离于工作实际等“离身”桎梏。面对职业教育的实然困境,德国、英国、澳大利亚等国依托数字技术,为我们勾勒出一幅职业教育身心共在的图景,即以技能学习的具身感知复归涉身性、以职业认知的动态生成彰显创生性、以学习空间的具身嵌入重塑情境性,有助于我们明晰数字化时代职业教育身体回归的实践理路。

关键词: 职业教育, 数字化时代, 身体, 在场, 离身

Abstract:

Vocational education is the main way to cultivate high-quality technical and skilled talents. Analysing the ontology, epistemology, and methodology of vocational education from the perspective of body philosophy, it can be seen that vocational education should confirm the body’s position, highlight the body’s experience and create the body’s perceptual field. However, under the constraints of the mind-body dualistic epistemology, vocational education is faced with the shackles of “disembodied”, such as the teaching process being outside of the body, the teaching content being besieged by the transmission of knowledge, and the teaching field being detached from the actual work. In the face of the actual predicament of vocational education, Germany, Britain, Australia, and other countries rely on digital technology to draw a picture for us of the coexistence of body and mind in vocational education, namely, returning to embodiment through the embodied perception of skill learning, highlighting creativity through the dynamic generation of professional cognition, and reshaping situationality through the embodied embedding of learning space. This helps us clarify the practical path for the return of the body in vocational education in the digital age.

Key words: vocational education, digital era, body, presence, disembodied

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