具身认知理论视域下的新教师培训实践创新

新教师入职培训需要摆脱被动接受知识的窘境,用最短的周期实现从学生到教师、从不熟悉课堂教学到能站稳讲台的两个转变。反思四年来连续四轮的新教师培训实践,具身认知理论为新教师培训突破窘境提供了理论基础。文章以"教学语言技能训练"实践案例为载体,呈现了具身认知理论下的新教师培训实践创新的五个方面:培训模式从接受学习向具身学习的模式创新;参训教师由离身旁观者变为具身建构者的角色转型;课程内容从惰性知识设计到认知、身体与环境系统知识设计的范畴迭代;学习过程从头脑参与到身心参与的全人学习;培训目标从知道知识指向知识理解、应用与创新的认知升级。这种培训实践创新为新教师及各类教师培训提供了一个新的理论指导实践的范式。

The Innovation of New Teacher Training Practice from the Perspective of Embodied Cognitive Theory

The induction training of new teachers needs to get rid of the predicament of passive acceptance of knowledge,and realize the two transformations from students to teachers in the shortest period,from inexperienced teachers to experienced teachers.Reflecting on four consecutive rounds of new teacher training practice in the past four years,embodied cognition theory provides a theoretical basis for the new teacher training to break through the dilemma.Taking the practical case of"teaching language skills training"as the carrier,this article presents a body under the embodied cognition theory of the new teacher training practice innovation in five aspects:training mode innovation from accepting learning to embodied learning,the role of participating teachers has changed from being away from the audience to being a physical constructor,the content of the course from inert knowledge design to cognitive learning,body environment system knowledge design category iteration,the process of learning is from the mind to the whole body,the training objective is from knowledge orientation to knowledge understanding,application and cognitive upgrading of innovation.This kind of training practice innovation provides a new paradigm of theory guiding practice for new teachers and all kinds of teacher training.