摘要
作品制作课程是促进学习者落实动手实践能力与创新创造能力的重要途径。当前作品制作课程存在教师讲授—学生练习—任务驱动的预设模仿学习模式,致使学习内容情境性缺失、学习过程偏向技术体验与学习结果注重知能结构等问题出现。研究认为,具身认知理论与作品制作课程在学习内容、学习过程与学习结果层面内在契合,能够促进学习者在情境感知、聚焦问题、方案构思、动态创造与评价反思等作品制作流程中实现具身转向。在南京市某小学4年级某班30名学生中进行案例实施,结果证明,具身认知视角下作品制作课程的开展能够提升课程学习效果,有效促进学习者问题解决能力的形成与高阶思维的发展。
The work production course is an important way to implement the learners′ practical and creative ability. At present, the preset designed imitation teaching model of teaching-practice-task driven in the work production courses, resulting in the lack of learning content, learning process biased towards technical experience, and the results focusing on the structure of knowledge and ability. The research believes that the theo ry of embodied cognition and the course of work production have an inherent fit in the level of learning content,learning process and learning results, which can promote the realization of embodied turn in the process of work production such as situational awareness, problem-focusing, program conception, dynamic creation and evaluation-reflection. A case implementation of 30 students in Grade 4 of a primary school in Nanjing City, the re search proved that the development of a work production course from the perspective of embodied cognition can improve the learning effect, and effectively promote the learners′ problem-solving ability and the development of high-order thinking.
作者
胡翰林
沈书生
HU Hanlin;SHEN Shusheng
出处
《天津师范大学学报（基础教育版）》
北大核心
2023年第2期43-47,共5页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
全国教育科学“十三五”规划2019年度国家一般课题“适应性学习空间支持下的学习范式研究”(BCA190081)。
关键词
作品制作课
具身认知
交互生成
问题解决能力
高阶思维
work production course
embodied cognition
interactive generation
problem-solving ability
high-order thinking
