工业技术与职业教育

工匠精神的培养助力国家振兴，作为教育场域中职业精神养成主阵地的高等职业教育义不容辞。教育工作者从多角度切入，研究和实践成果颇丰，但培养现状中也呈现出一定程度的“离身化”“狭义情境化”以及“强制性及形式化”等身心分离问题。剖析高职学生工匠精神培养中身心分离的现象及其根源，基于具身理论，从认知的具身性、情境性和交互性角度，探索了高职学生工匠精神的培养路径：从学校、专业与师生层面创设工匠精神情境，在日常教学、文化建设与社会实践以及竞赛中开展学生的具身实践，以学生为主体，经由模式、主体与场所保障师生与情境之间显著正向的有效交互，为高职院校提升工匠精神培养效果提供参考。

The cultivation of craftsmanship helps the revitalization of the country. Higher vocational education, as the main position for the cultivation of professionalism in the field of education, is indispensable. Educators have approached from multiple perspectives, and achieved fruitful results in research and practice. However, there is also a certain degree of "separation of body and mind", "contextualization in the narrow sense" and "mandatory and formalized" in the current situation of cultivation. In this article, the root causes of this phenomenon are analyzed. Based on embodied theory, from the perspective of cognitive embodiment,contextuality and interactivity, the cultivation path of craftsmanship of higher vocational students is explored: Creating craftsman spirit situations at the school, major, and student-teacher levels; carrying out students' embodied practice in daily teaching, cultural construction and social practice, as well as competitions; taking students as the main body, ensuring significant positive and effective interaction between teachers, students, and situations through modes, subjects, and places. Reference for improving the cultivation effect of craftsmanship spirit in higher vocational colleges is provided.