具身认知观对特殊教育的启示

Implications from Embodied Cognition for Special Education

具身认知科学主张,认知在很大程度上是以人的身体及其与环境的交互作用为基础的。身体的构造、感觉器官与运动系统的活动方式决定了人的学习、认知和心智的产生与发展。本论文试图运用具身认知科学理论,结合特殊教育的特点,特别是特殊儿童学习的优劣势,阐释盲聋弱智儿童所擅长的学习方式,揭示特殊儿童学习背后的认知机制,以期对特殊儿童早期教育研究发挥促进作用。

Embodied Cognitive Science proposes that cognition is based on human body and the interaction between human body and its environment on a large scale. Body structures,sensory organs and activities from motor system determine the creation and development of human learning,cognition and mind.This article attempts to apply cognitive science theories into special education,to be exact,into children special education so as to explain the learning patterns of the blind,deaf and mentally handicapped,to expose the cognitive mechanism behind their learning in hope to provide some implications for the early education on special children.