|本期目录/Table of Contents|

[1]徐海娇,杨丁一,宁晨罡.具身认知视域下爱国主义情感的生成机理与培育路径[J].集美大学学报(教育科学版),2025,26(05):79-86.
　XU Haijiao,YANG Dingyi,NING Chengang.The Generation Mechanism and Cultivation Path of Patriotic Sentiment under the Perspective of Embodied Cognition[J].Journal of Jimei University(Education Science Edition),2025,26(05):79-86.
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第26卷
期数:
2025年05期
页码:
79-86
栏目:
教育心理研究
出版日期:
2025-10-16

文章信息/Info

Title:
The Generation Mechanism and Cultivation Path of Patriotic Sentiment under the Perspective of Embodied Cognition
作者:
徐海娇; 杨丁一; 宁晨罡
（东北师范大学政法学院，吉林 长春 130117）
Author(s):
XU Haijiao;  YANG Dingyi;  NING Chengang
(School of Political Science and Law,Northeast Normal University,Changchun 130117,China)
关键词:
具身认知; 爱国主义情感; 身体在场; 具身学习
Keywords:
embodied cognition; patriotic sentiment; physual prsence; embodied learning
分类号:
-
DOI:
-
文献标志码:
A
摘要:
爱国主义情感是爱国主义教育的核心前提与关键环节。传统教育模式囿于离身化认知范式，导致情感认同停留于表层认知，难以达成情感共鸣和深度内植。基于具身认知理论揭示爱国主义情感培育的身体嵌入性、情境交互性、意义生成性与实践导向性等特质，为化解情感培育困境提供了新路径。为此，基于具身认知框架，系统阐释爱国主义情感“萌发—维系—确证”三阶递进机制中身体经验的核心作用，提出教育范式的三重转向：从离身心智规训到身心整全性培育、从单向符号传递到多向交互参与、从情感唤起导向到实践生成导向。通过重构沉浸式教育场景、多模态迭代教学方法、拓展社会化行动网络，构建“身体在场”的爱国主义教育新生态，旨在为深化爱国主义教育提供理论支撑和实践路径。
Abstract:
Patriotic sentiment is the core prerequisite and key link of patriotic education practice.Traditional educational models，constrained by the disembodied knowledge transmission paradigm， often result in superficial emotional identification， failing to achieve deep emotional resonance and internalization.Embodied cognition theory reveals key characteristics of patriotic sentiment cultivation-bodily embeddedness，situational interactivity，meaning generation，and practice orientation-offering a new approach to overcoming challenges in emotional education.Based on the framework of embodied cognition， this study systematically elucidates the three-stage progressive mechanism of patriotic sentiment formation-awakening， sustaining， and consolidating-highlighting the pivotal role of bodily experiences in emotional arousal，reinforcement，and internalization.Accordingly，it proposes a triple paradigm shift in education：From disembodied mental discipline to holistic mind-body cultivation，From one-way symbolic transmission to multidirectional interactive participation，From emotion-evoking orientation to practice-generated orientation.Through the immersive reconstruction of educational mediums，the multi-modal innovation of the method system，and expanding practical spaces，the ecological landscape of patriotic education can be reshaped.This paves the way for a "body-present" paradigm revolution in patriotic sentiment cultivation，ensuring deeper emotional engagement and lasting internalization.

参考文献/References:

相似文献/References:

[1]汪晶晶,杜燕红.教育的“身体”转向：理据、意蕴与路径——精神与身体的“二元合一”[J].集美大学学报(教育科学版),2016,17(05):55.
　WANG Jing-jing,DU Yan-hong.The Education Turn to “Body”: Motivation, Implication and Path[J].Journal of Jimei University(Education Science Edition),2016,17(05):55.
[2]苏旭东.具身认知视角下华裔新生代青少年寻根之旅[J].集美大学学报(教育科学版),2018,19(05):59.
　SU Xu-dong.The Reform of Overseas Chinese Teenagers’ Summer Tour of China’s Root-Seeking under Embodied Cognition[J].Journal of Jimei University(Education Science Edition),2018,19(05):59.

备注/Memo

备注/Memo:
更新日期/Last Update: 2025-10-16