%0 Journal Article
%T 从“离身”到“具身”：在滇泰国留学生吟诵课程学习方式的改变<br>From “Disembodiment” to “Embodiment”: The Change in Learning Methods of Reciting Courses for Thai Students Studying in Yunnan
%A 曹雨琪
%A 郭怡帆
%J Advances in Education
%P 720-727
%@ 2160-7303
%D 2024
%I Hans Publishing
%R 10.12677/ae.2024.1471225
%X 传统的“离身”式学习制约了留学生学习吟诵课程的效果，随着具身认知理论的不断发展，留学生的吟诵课程学习方式也发生了根本的改变。本文以在滇泰国留学生为研究对象，利用文献分析法以及课堂观察法等研究方法，探讨了在滇泰国留学生吟诵课堂“离身”学习方式主要有：一是过度依赖单一感官--“听”的学习方式；二是脱离经验基础的学习方式；三是缺乏情感体验的学习方式。以及“离身”学习方式的危害：一是忽视学生的核心情感，二是扼杀学生的学习兴趣，三是矮化学生的价值观教育。探讨了在滇泰国留学生吟诵课堂“具身”学习方式：一是强调以身体为中心的学习方式，二是强调学习与经验结合的学习方式，三是注重学生情感融合的学习方式；及其价值：一是实现知情意行统一，二是注重情境性和生成性，三是提高学习参与度。希望本文可以为在滇泰国留学生学习吟诵教学提供一些参考性帮助，拓宽吟诵教学研究范围，为祖国文化传播提供一些力量。<br />
The traditional “disembodied” learning approach has constrained the effectiveness of overseas students’ recitation courses. With the continuous development of embodied cognition theory, the learning approach of overseas students’ recitation courses has also undergone fundamental changes. This paper takes Thai students studying in Yunnan as the research object, and uses research methods such as literature analysis and classroom observation to explore the main “disembodied” learning approaches in the recitation classroom of Thai students in Yunnan: first, the over-reliance on a single sense—“listening”; second, the learning approach that is detached from the basis of experience; third, the learning approach that lacks emotional experience. As well as the harms of the “disembodied” learning approach: first, neglecting students’ core emotions; second, stifling students’ interest in learning; third, dwarfing students’ values education. This paper also explores the “embodied” learning approaches in the recitation classroom of Thai students in Yunnan: first, emphasizing the learning approach centered on the body; second, emphasizing the learning approach that combines learning with experience; third, focusing on the learning approach that integrates students’ emotions; and its values: first, achieving the unity of cognition, emotion, intention, and behavior; second, emphasizing situationality and generativity; third, improving learning participation. It is hoped that this paper can provide some reference help for Thai students studying in Yunnan to learn recitation teaching, broaden the scope of recitation teaching research, and contribute to the dissemination of Chinese culture.
%K 离身，具身，吟诵课程，学习方式<br>Disembodiment
%K Embodiment
%K Chanting Lessons
%K Learning Style
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=92035