【作者】 邱关军；

【导师】 熊川武；

【作者基本信息】 华东师范大学 ， 教育学原理， 2014， 博士

【摘要】 在现实教育中,比较流行的学生模仿理论虽给人们深化该方面的研究提供了重要基础,但它相对忽略学生模仿的丰富性和复杂性的表现,客观上造成了人们对学生模仿的简单理解甚至误解。比如,概念含义的不证自明、分析问题的单一角度等使得人们不仅将模仿视为低层次学习,而且将之与创新对立起来。于是,在大力提倡创新教育的社会里,模仿学习被人们逐渐淡忘,甚或作为“障碍”对待,其积极意义自然大打折扣。这必然给教育和人类生存带来灾难。因为人是模仿的存在。没有模仿,人类便无法生存。没有模仿,一切学习活动将无从发生,遑论创新性学习了。因此,研究和正视学生模仿的意义与价值,是当下深化教育改革,正本清源,返璞归真,全面发展学生素质,不断提高教育质量的不可回避的课题。从词源上看,无论在中文中还是在西文中,模仿都有丰富的涵义,不仅是原型事物的忠实复制,而且也是个体自我表演与交往的方式。在多学科视野中,模仿除了一般意义的复制效仿的涵义之外,还具有表征、扮演、传播等涵义。明了这些,不仅为模仿正了名,而且使它获得了存在论或人性论的光辉,从此成为教育学不可小觑的领域。与将模仿视作简单的刺激反应的匹配、社会认知以及思维加工的过程不同,模仿在本文中被视作人类的存在方式,是个体参与群体生活以及文化交往的重要途径。缘此演绎,学生模仿是“在学校情境中学生借助一定的媒介与教育原型事物建构交往关系的身心活动”。学生模仿具有工具性与审美性、自主性与他主性、个体性与群体性、继承性与创新性、统合性与特异性等既对立又统一的多维度特征。这些特征相互渗透组合,意味着学生可以在模仿活动中获得实践知识,也意味着在自我理解、社会化发展以及创造力养成等方面实现突破,还意味着学生模仿必然具有复杂而多彩的表现形态。从不同的角度分析,学生模仿可分为不同的类型和层次。例如,根据目的分,学生模仿有无意性模仿、他向性模仿、表现性模仿；根据内容分,学生模仿有知识模仿、情感模仿以及道德模仿；根据表现分,学生模仿有模仿认知、模仿体验以及模仿制作；根据外部评价分,学生模仿有积极模仿与消极模仿。除类型外,学生模仿还可从层次上审视,并区分出生存性模仿与发展性模仿,由6个不同阶段组成连续体。学生模仿有两条相辅相成的实现机制。其“离身”机制由动机／认同阶段、信息加工阶段、反思调节阶段组成,是循环性网络结构,其中思维过程具有突出地位。其“具身”机制由紧密相连的模仿冲动与叙事自我两大要素组成,强调身体知觉以及体验活动在模仿活动中的作用。普遍事实表明,学生模仿的两条机制是相辅相成的。学生模仿过程受到来自学生自我、教育者以及文化环境等诸多因素的制约,这些因素的参与使得教师在面对学生模仿时要关注更多的复杂性。在创造性提出“离身”与“具身”两种既区别又联系的模仿机制的基础上,本文较深入地解读了模仿与创新的关系。似乎可以说,不管模仿的类型如何、层次怎样,也不管模仿机制中有无身体的参与,在模仿过程中学生总能或多或少地实现认识和体验上的超越,得到一定程度的身心发展。为此,教育者有必要顺应学生的积极模仿改进自己的教育与教学策略。打造情性、德性与知性统一的多元校园文化,强化师生关系中情感、理智、行为的魅力,在因材施教、因境施教、与因时施教方面下工夫。更多还原

【Abstract】 In the current educational practice, although the polupar theories of pupils’ mimetic activity as an important base deepen relevant researches, they igore the complexity and richness of phenomena of pupils’mimetic activity unfortunately, which as matter of facts leads people to under-estimate even misunderstand pupils’ mimetic activity. For example, the use of concept in self-evidence together with the analysis of problems in single perspective strengthens the prejudices of mimesis as a low-level learning even an opposite side of creativity.As a result, in the society advocating creative education, the role of mimesis is utterly forgotten with time, even dealt with as an obstacle, and the positive meanings of mimesis actually weeken in the end, which will cause disorders in education and lives of people inevitably. Human is being of mimesis. Without mimesis, human will be no langer himself, and any learning practices will happen no more, let alone creative learning.So, researches on pupils’mimetic activity in order to envisage its values and meanings are inevitable and important things that will help to deepen the educational reform, develop pupils’all round qualities, and improve the qualtity of education.In perspective of etemology, no matter of China and the west, the concept of mimesis shows great amount of meanings, which include slavery coping of originals, self-performance of individuals, expression and communication. In views of pragmatics from multiple subjects, the meanings of mimesis change from imitation to representation, making-believe performance, communication and so on. The analysis of concept of mimesis will help understand mimesis, and promote recovering its glories of human nature and existence, which will then facillate mimesis as a worthy field of padegogy.Different from mimesis viewed as stimulus-response, social cognition and mind process, mimesis is believed as being of human,which is a main way of individuals to participate community life and cultural communications. As a consequence, pupils’mimetc activity can be conclude as a kind of body-soul activity in which pupils can establish the communicative relationship with educational prototypitcal things by virtual of certain expressional media in background of school.The pupil’s mimetic activity is contradictorily characteristic of instrument/aesthetics, autonomy/heteronomy, individual/community, succession/creation and unity/speciality. Not only can such characters reunified help pupils to acquire practical knowledge, complish self-understanding, socialization as well as cultivation of creativity, but also form the colorful modes or types of pupils’mimetic activity.The pupil’s mimetic activity can be divide into different modes if in different angles. For example, there are aimless mimesis, other-oriented mimesis and performative mimesis in the perspective of the aim of pupils’ mimesis; mimesis of knowledge, emotion and morality can be recognized if considering the content of pupils’ mimesis; pupils’ mimesis can also be separated into cognitive mimesis, experiential mimesis and poietic mimesis if the way of expression of mimesis is payed attention; of course, there are also negative and positive mimesis if the evaluation of outcomes of mimesis is considered. Besides modes, Pupils have two levels of mimesis in common which evolve6different continuous stages in view of levels.There are two relevant and coherent ways of realization mechanism of mimetic activity of pupils’, one of which is disembodied mechanism stressing the role of soul in mimesis that compose of rotative stages of motivation/identification, message processing and reflecting assessment, the other of which is embodied mechanism emphasizing the role of bodily perception and experience in mimesis on the contrary include factors of mimetic impulse and narrative self. Typical and classical case is be analyzed in order to show the coextensive relation between both mechanisms. The processes of pupil’s mimesis are influenced hardly by the selfhood of pupils, teachers and their cultural environments which suggests teachers pay more attention to the complexity.On base of proposing the coherent mimetic mechanisms of embodiemnt and disembodiment, it explores the relation of mimesis and creaticity further. Perhaps now, it can be concluded that pupils can always manage to realize their development and complish the overwhelm in cognition and experience when participating the mimetic activities no matter what the mode of pupils’ mimetic activity really is, no matter how their level is, and no matter whether the body plays its role in the practical mimetic activity. Take all the facts into account, teachers should comply with the positive role and meanings of pupils’ mimesis, and then revive their view and change their teaching strategies such as establishing moral, rational and spiritual cultural environment of campus, strengthening the emotional, rational and behavioral attraction in the construction of teacher-pupil relationship, and taking their suitable educators’ role when, whom and where is necessary based on the modes, essence and laws of pupils’ mimetic activities.更多还原