具身化策略:培智课堂有效教学的路径取向

Embodied Strategies: Path Orientation for Effective Teaching in the Classroom for Mentally Retarded

在《“十四五”特殊教育发展提升行动计划》提出要全面提高特殊教育质量的背景下,呼应提高培智课堂教学有效性的现实挑战,基于具身认知理论分析培智课堂教学普遍低效的“离身”根源,聚焦具身体验、多元交互、情景嵌入等具身策略的逻辑与实践思考,以期对改进培智课堂教学面貌,促进智力障碍儿童适宜发展有所助益。

In the context of the"14th Five-Year"special education development and improvement action plan,which proposes to comprehensively improve the quality of special education,in response to the practical challenges of improving the effectiveness of classroom teaching for wisdom training,based on the theory of embodied cognition,it is analyzed that the classroom teaching of wisdom training is generally low.It focuses on the logic and practical thinking of embodied strategies such as embodied experience,multiple interactions,and situational embedding,in order to improve the classroom teaching of intelligence training and promote the appropriate development of children with intellectual disabilities.