摘要
已有研究尽管提及了影响创新能力培养的多种因素,但大都忽略了对创新性环境的学理探讨。具身认知理论为创新能力的培养提供了认知依据:一方面,认知主体与学习环境的多感官交互是认知结构改变的前提,也是创新的基础;另一方面,创新能力是学习发展到高级阶段的思维成果,脱离身体实践的纯思辨难以触及知识的本质,更遑论创新。从这个意义上说,具身学习环境是一种创新性环境。为进一步探究具身学习环境的本质内涵与设计策略,本研究以具身认知理论为指导,从“物的因素”和“人的因素”两个维度出发,将具身学习环境划分为物理环境、技术环境、主体环境与社会环境四个子系统;将具身技术作为透明中介,联通学习者与物理环境、主体环境与社会环境之间的交互,形成具身技术支持下的三元交互模型。基于此,本研究建议教师不仅需要构建虚实结合的物理环境,提供形式多元的学习支架,更需要打造发挥社会建构的认知交互场域。
Previous research has focused on a variety of factors of cultivating creativity, but it has significantly ignored the theoretical exploration of the creative environment. Embodied cognitive theory offers a cognitive scientific basis for the development of creativity. On the one hand, the interaction between the cognitive subject and the learning environment serves as the foundation for creativity.Creativity, on the other hand, is the result of a more advanced learning stage that cannot be isolated from physical practice. In this sense, the embodied learning environment is a creative environment.Based on this, in order to further explore the essential connotation and design strategy of the embodied learning environment, this study is guided by the embodied cognition theory, and divides the embodied learning environment into four subsystems: physical environment, technical environment, subjective environment and social environment. Embodied technology, as a transparent intermediary, connects the interaction between learners and the other three subsystems, thus forming a triple-interaction model supported by embodied technology. Based on this, this study suggests that instructors need not only to build a physical environment combining virtual and real elements, and to provide a learning scaffold with various forms, but also to create a cognitive interaction field that exerts social construction.
作者
钟柏昌
刘晓凡
ZHONG Baichang;LIU Xiaofan(School of Information Technology in Education,South China Normal University,Guangzhou 510631,China)
出处
《开放教育研究》
CSSCI
北大核心
2022年第5期56-67,共12页
Open Education Research
基金
2022年广东省学位与研究生教育改革重点研究项目“硕士生跨学科创新能力培养的4C教学模式研究”(2022JGXM_48)
国家社科基金教育学一般课题“面向学生跨学科创新能力培养的4C教学模式研究”(BCA220219)。
关键词
具身认知
素养教育
创新能力
具身学习环境
设计策略
embodied cognition
literacy education
creativity
embodied learning environments
design strategies
