具身认知视域下促进高阶思维发展的多模态交互机制研究

Research on Multimodal Interaction Mechanism for Development of Higher-order Thinking from the Perspective of Embodied Cognition

新时代教育的诉求,已由单纯追求知识获取、技能习得转向追求思维发展。课堂交互活动有助于引发学生深度学习与高阶思维发展。通过对课堂交互实践现状与研究现状梳理分析,基于目前课堂交互现存的问题,提出了具身学习环境下促进高阶思维发展的多模态交互机制。从理论与技术依据、特征分析、给养高阶思维发展三个方面对支持多模态交互的具身学习环境进行了分析。基于此,从促进高阶思维发展的目标指向、课堂教学交互的过程要素、多模态信息加工的内部心理表征三个关键要素及其之间的相互关系层面阐释了促进高阶思维发展的多模态交互机制的运行机理。最后,基于具身学习环境分析了多模态交互机制有效运行的条件保障。

The demand of education in the new era has changed from the simple pursuit of knowledge acquisition and skill acquisition to the pursuit of thinking development.Classroom interaction is helpful to trigger students'deep learning and higher-order thinking development.Based on the analysis of the current practice and research status of classroom interaction and the existing problems of classroom interaction,this paper proposes a multimodal interaction mechanism to promote the development of higher-order thinking in an embodied learning environment.This paper analyzes the embodied learning environment that supports multimodal interaction from three aspects:theoretical and technical basis,feature analysis and support for higher-order thinking development.Based on this,this paper explains the operation mechanism of multimodal interaction mechanism promoting the development of higher-order thinking in terms of three key elements and their mutual relations:the goal of promoting the development of higher-order thinking,the process elements of classroom teaching interaction,and the internal psychological representation of multimodal information processing.Finally,based on the embodied learning environment,the conditions for the effective operation of the multimodal interaction mechanism are analyzed.