摘要
具身认知理论摒弃身心二元论,强调身体、认知与环境三者相生相依、密不可分。当前中职学生校园暴力事件频发,运用具身认知理论分析发现,中职学生校园暴力防控存在认知视角狭窄、对象界定模糊、防控途径缺乏整合等问题。基于具身认知理论的具身性、生成性、情境性、动力性等观点对校园暴力主体式成因进行分析后,提出校园暴力防控新路径:开展身心协同教育,剥离校园暴力依存主体;完善认知系统,理性层面杜绝校园暴力;营造和谐环境,根除校园暴力滋生土壤;关注发展变化,避免校园暴力固化蔓延。
The Embodied Cognition Theory abandons the dualism of mind and body, as well as emphasizes that the body, cognition and environment are mutually dependent and inseparable. At present, campus violence is frequently occurring among students in secondary vocational schools. Through the analysis of campus violence by using the embodied cognition theory, it is found that there are problems in the prevention and control of campus violence by students in secondary vocational schools, such as narrow cognitive perspective, vague object definition and lack of integration of prevention and control approaches. By analyzing the subject-based causes of campus violence based on the physical, generative, situational and dynamic views contained in the Theory of Embodied Cognition, the prevention and control paths of campus violence are proposed: To implement physical and mental cooperation education to separate the subject of campus violence dependence;improve the cognitive system to eliminate campus violence rationally;create a harmonious environment to eradicate the breeding ground of campus violence;and pay attention to development and change of campus violence to avoid its spread.
作者
陈丽君
喻可
Chen Lijun;Yu Ke(Guangdong Polytechnic Normal University,Guangzhou 510665)
出处
《职业技术教育》
北大核心
2019年第23期60-65,共6页
Vocational and Technical Education
基金
广东高校省级重大科研项目“职校生就业城乡差异与精准帮扶研究”(2017WZDXM027),主持人:陈丽君.
关键词
具身认知理论
校园暴力
防控
中职学生
Embodied Cognition Theory
campus violence
prevention and control
secondary vocational school students
作者简介
陈丽君(1977-),女,广东技术师范大学教育科学与技术学院副院长,教授,博士(广州,510665);喻可(1992-),女,广东技术师范大学教育科学与技术学院硕士研究生。
