国际中文开源期刊平台

从离身到具身：高校心理健康教育课程教学模式探析

From the “Disembodied” to the “Embodied”: Exploration of Psychological Health Education Course Teaching Reform Models in College

教育研讨 / 2024,6(5)：1557-1561 / 2024-11-05 25 22

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• 作者： 杜秀敏      张克      侯一婵     
• 单位：

  河北大学教育学院，保定

• 关键词： 具身认知理论；大学生；心理健康课程
• Embodied cognition theory; College students; Psychological health course
• 摘要： 高校心理健康教育课程作为大学生的必修课之一，是教师帮助学生提高心理素质、促进学生全面发展的有效途径。传统教学存在体验感差、参与度低等问题。而具身认知理论强调教学中现实情境、学生身体体验与教学内容的有机结合，为提高高校心理健康课程质量提供了新的方向。因此，教师在教学中可将具身认知理论融入高校心理健康教育课程，结合现实情况因地制宜，充分掌握具身式教学内容、教学过程和评价体系，提升学生心理体验与交流，进而提高学生的心理健康水平。
• As one of the compulsory courses for college students, the course of psychological health education for college students is an effective way for teachers to help students improve their psychological quality and promote their comprehensive development. There are poor experience and low participation in traditional teaching. Embodied cognition emphasizes the organic combination of students’ physical experience, environment, and teaching content. Therefore, the theory of embodied cognition can be integrated into the course of psychological health education for college students. That will enable teachers to focus on the organic combination of realistic situations and fully grasp embodied teaching content, teaching process, and evaluation system. That will enable teachers to enhance students’ psychological experience and communication, and ultimately to improve students’ psychological health level.
• DOI： https://doi.org/10.35534/es.0605218
• 引用： 杜秀敏，张克，侯一婵．从离身到具身：高校心理健康教育课程教学模式探析［J］．教育研讨，2024，6（5）：1557-1561．