具身认知视域下教师的教学敏感性意蕴及其培养

The Implications of Teachers’ Pedagogical Sensitivity and Its Cultivation in the Perspective of Embodied Cognition

Under the perspective of embodied cognition, teachers’ pedagogical sensitivity emphasizes the dynamic interaction between body perception and teaching context. From the theoretical connotation, this paper points out that pedagogical sensitivity is a comprehensive ability formed by teachers through their physical state and manifested through their physical behaviors, and its core lies in the integration and symbiosis of teachers’ bodies, pedagogical sensitivity and teaching contexts. The study reveals the theoretical relationship between embodied cognition and pedagogical sensitivity, and argues that its value lies in deepening the understanding of teacher-student interactions, optimizing the creation of teaching contexts, and improving teachers’ professionalism. Based on this, the study proposes a path for teacher training: accumulating educational experiences through embodied interaction, enhancing contextual comprehension through physical and mental integration, and reflecting on teaching and learning based on the unity of knowledge and action, so as to realize teachers’ immediate insight and adaptive response to complex teaching and learning situations, and to provide theoretical support and practical paradigms for educational practice.

在具身认知视域下，教师教学敏感性强调身体感知与教学情境的动态交互。本文从理论内涵出发，指出教学敏感性是教师通过身体状态形成，借助身体行为外显的综合性能力，其核心在于教师身体、教学敏感性与教学情境三者的融合共生。研究揭示了具身认知与教学敏感性的学理关系，论证其价值在于深化师生互动理解、优化教学情境创设及提升教师专业素养。基于此，提出教师培养路径：通过具身交互积累教育体验，以身心融通增强情境领悟力，依托知行合一开展教学反思，最终实现教师对复杂教学情境的即时洞察与适应性回应，为教育实践提供理论支持与实践范式。