从静态预设到动态生成:具身认知视角下学习环境构建的新系统观

From Predefined to Emergent: The Implications of Embodied Cognition for Learning Environments Design

学习研究,尤其是认知研究的持续进步,不断推动着学习环境观念的变迁与发展。具身认知的崛起突破了离身认知语境下基于原子论的学习环境构建之系统观,即把学习环境构建视为无生命的机械组建过程,以及相应的预成教学观,为学习环境建构确立了新的系统观,即在具身认知的语境下,基于整体论,把学习环境的构建视为一个自组织的整体重建与动态生成过程,并确立了相应的生成教学观,从而推动着学习环境的基本观念从机械的静态预设走向有机的动态生成。而具身学习环境由于在认知上坚持的具身立场,使得其在复杂性、开放性与适应性上和传统的学习环境相比又具有了别样的内涵。

Studies about learning, especially those from cognitive perspective, have continuously changed the conceptions of learning environment. The emergence of embodied cognition provides new opportunities for us to develop a new view of learning environment. This new view is based on the concept of embodied cognition. It considers the development of learning environment as an emergent phenomenon for emergent instruction. This view differs from traditional notion of learning environment, which is based on the concept of disembodied cognition and regards the development of learning environment as a predefined mechanical process for predefined instruction. The learning environment based on embodied cognition is characterized as complex, open and adaptive as the traditional learning environment but has different meaning.