| 具身认知理论引领下的有效教学变革 |
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| 引用本文： | 曹周天.具身认知理论引领下的有效教学变革[J].当代教育与文化,2021,13(1):40-44. |
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| 作者姓名： | 曹周天 |
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| 作者单位： | 人民教育出版社 课程教材研究所,北京 100081 |
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| 基金项目： | 中国博士后科学基金第 68 批面上资助项目 |
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| 摘 要： | 具身认知理论是建立在反思与批判身心二元论的传统认知观基础之上的一种新型认知观。它在理论上突出强调身体参与认知活动的重要意义和价值。这一理论主张对开展有效教学的意义在于,一方面要倡导体验式学习,让学生在亲身参与中获得成长;另一方面可以创设教学情境,营造和谐宽松的学习氛围。此外,融创客教育理念于课堂教学之中,为有效教学的开展提供保障也是一条重要探索路径。
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| 关 键 词： | 具身认知 有效教学 体验式学习 教学情境 创客教育 |
Effective Teaching Reform Led by Embodied Cognition |
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| CAO Zhou-tian.Effective Teaching Reform Led by Embodied Cognition[J].Contemporary Education and Culture,2021,13(1):40-44. |
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| Authors: | CAO Zhou-tian |
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| Institution: | (People's Education Press,Curriculum and Teaching Materials Research Institute,Beijing,100081,PRC) |
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| Abstract: | The embodied cognition theory is a new perspectiveon cognition based on the reflection on and criticism of traditional dualistic view of mind and body.It highlights the importance and value of physical participation in cognitive activities.This theoretical perspective has great guiding and enlightening significance for us to further explore effective teaching.In view of this,we should advocate experiential learning so that students can grow through personal participation.We also should create teaching situations,and a harmonious and relaxed learning atmosphere.In addition,we should integrate the concept of“maker education”in classroom teaching to provide guarantee for the development of effective teaching. |
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| Keywords: | embodied cognition effective teaching experiential learning teaching situation maker education |
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