基于具身认知的课堂教学意蕴与改进路径研究

Research on Classroom Teaching Implication and Improvement Path based on Embodied Cognition Theory

具身认知理论强调认知是身体、环境及其交互活动协同作用的结果,聚焦于身体感受、体验和情境交互,为重新审视课堂教学的品性及追求提供了崭新的视角。具有多重特性的身体,蕴含着丰富的课堂教学意蕴,彰显课堂教学伦理性、体验性、审美性和参与性。为了改变当前课堂教学中忽视"身体"的现状,需要让课堂教学从"身体"开始,主要包括四个路径:摒弃反身性的教学管理观,构建具身化的教学环境,倡导身体思维的教学方式,拓展以身体为媒介的教学空间。

Embodied cognition provides new perspective to re-examine the characters of teaching life and pursuit,which emphasizes the cognition depend on the body,environment and their interactive activities. It focuses on the feeling,experience and scene interaction of body. The body,with multiple peculiarity,contains a profound meaning of classroom teaching implication and highlights the ethics,experience,aesthetic and participatory. In order to change the neglect of＂body＂in the current classroom teaching situation,it is necessary to organize classroom teaching from the perspective of＂body＂. It mainly includes four paths：abandon the teaching management of reflexivity concept,construct the embodiment of teaching environment,advocate the way of teaching in body thinking,expand the teaching space by the body.