从“离身”到“具身”：课本剧促进个性化阅读的实践探索

From “Disembodied” to “Embodied”: A Practical Exploration of Textbook Plays in Promoting Personalized Reading

摘要: 个性化阅读是语文核心素养培育的重要维度，然而传统阅读教学受离身认知的误导，认为学生在身体“缺场”的情况下，仍然能够有效地学习。本研究基于具身认知理论，以H小学“玫瑰戏剧节”中的课本剧实践为案例，探究课本剧如何推动阅读教学从“离身”走向“具身”并进而促进学生的个性化阅读。研究发现：课本剧通过“身体参与”激活了学生对文本的个性化理解，通过“角色代入”催生了多元化的意义建构，通过“协作创编”拓展了个性化表达的空间，通过“情感体验”深化了阅读的生命感悟。在此基础上，研究提炼出“入戏–赋形–化意”三阶转化模型，揭示课本剧促进个性化阅读的作用机制。研究表明，从“离身”到“具身”的转向不仅是认知方式的变革，更是语文教育回归育人本质的实践路径。

Abstract: Personalized reading is a vital dimension in cultivating core Chinese language literacy. However, traditional reading instruction has been misled by disembodied cognition, assuming that students can still learn effectively even when their bodies are “absent”. Grounded in embodied cognition theory and taking the textbook play practice at H Primary School’s “Rose Drama Festival” as a case, this study explores how textbook plays facilitate the transition of reading instruction from “disembodied” to “embodied” and thereby promote students’ personalized reading. The findings reveal that textbook plays activate personalized understanding through bodily engagement, generate diversified meaning construction through role immersion, expand spaces for personalized expression through collaborative creation, and deepen the life experience of reading through emotional engagement. On this basis, a three-stage transformation model—“entering the play, giving form, and transforming meaning”—is constructed to elucidate the mechanism through which textbook plays promote personalized reading. The study suggests that the shift from disembodiment to embodiment is not merely a transformation of cognitive style but also a practical pathway for Chinese language education to return to its humanistic essence.