具身认知理论视域下高校劳动教育的问题与实践路径

具身认知理论和劳动教育都重视身体和环境在人的认知生成中的重要作用。在具身认知理论视域下，劳动教育实现了认知、身体与环境三者之间的耦合，本质是满足学生“身体的需要”,目标是促进学生全面发展。高等教育阶段，简单的体力劳动已不能满足学生个体发展的需求，复杂、抽象的脑力劳动在学生劳动生活中占据了主体地位。传统认知心理学主导下的高校劳动教育，存在忽视学生身体劳动，教育途径缺乏专业性，评价制度陈旧和劳动教育被虚化、软化、边缘化等问题，而具身认知理论则为解决这些问题提供了可行路径。高校劳动教育应回归大学生“身体主体”本位，调适劳动教育理念，重视学生身体的基础作用，通过不断挖掘劳动教育资源、提供适宜的劳动环境、改进评价制度，建立多元化评价机制，帮助学生实现个性化发展。

On the development path of labor education in colleges and universities from the perspective of embodied cognition theory

Both embodied cognition theory and labor education highlight the significance of body and environment in cognitive generation. From the prospective of embodied cognition theory, labor education is an integration process of cognition, body and environment, which in nature refers to the “physical need of students”, aiming to promote students all around development. In higher education, simple manual labor only can’t meet the needs of individual development of college students, meanwhile complex mental labor plays the most important role in college students’ labor. Nevertheless, labor education in colleges and universities guided by traditional cognitive psychology neglects students’ physical need; the approaches and evaluation systems of labor education system are outdated; labor education is marginalized in practice. Embodied cognition theory provides a possible way out to solve these problems, which indicates that labor education in colleges and universities should again attach importance of the physical bodies of students, adjust the concept of labor education, constantly explore labor education resources, provide suitable working environment for college students. The schools and other parties concerned should also improve the evaluation system and establish a multi dimensional evaluation mechanism before helping students to achieve their individualized development.