摘要
从具身认知的观点看,学习是基于身体感知的即时性行动和借助技术工具的结构化反思两种认知模式的协调运作。它强调身心统一基础上的实践与经验的互动,主张通过"在行动中反思"和"在反思中实践"来构建个体综合性知识。在这一过程中,个体对抽象概念的理解涌现于以身体为基础的隐喻和模拟机制,并表现为人与环境相互作用的"感知—行动"循环。因此,具身学习的设计需聚焦于以具身交互促进经验建构,即要促进认知之物理、生理和心理过程的耦合循环,助力学习者身体、心灵和学习环境的彼此建构,而技术在这一过程中扮演着重要角色。
From the perspective of an embodied cognition, learning is a coordinated operation of two cognitive modes: immediate action based on bodily perception and structured reflection with technical tools. It focuses on the interaction between practice and experience on the basis of the unity of body and mind, and advocates the construction of individual comprehensive knowledge through "reflection-in-action" and "practice-in-reflection". In this process, the individual’s understanding of abstract concepts emerges from the body-based metaphor and simulation mechanism, and manifests the "perception-action" cycle of interaction between human and the environment. Therefore, the design of embodied learning needs to focus on promoting experiential construction through embodied interaction. It is necessary to promote the coupling cycle of physical, physiological, and psychological processes of cognition and facilitate the mutual construction of the learner’s body, mind, and learning environment. And technology plays an important role in this process.
作者
郑旭东
王美倩
饶景阳
ZHENG Xudong;WANG Meiqian;RAO Jingyang(School of Educational Information Technology, Central China Normal University, Wuhan Hubei 430079;National Engineering Research Center for E-Learning, Central China Normal University,Wuhan Hubei 430079)
出处
《电化教育研究》
CSSCI
北大核心
2019年第1期25-32,共8页
E-education Research
关键词
具身认知
学习设计
反思性实践
Embodied Cognition
Learning Design
Reflective Practice
