具身认知理论观照下老年大学课堂教学的问题与对策

Problems and Countermeasures of Classroom Teaching in Elderly Universities from the Perspective of Embodied Cognition Theory

具身认知理论认为认知具有具身性、环境性、生成性。深刻理解并运用具身认知理论于老年大学课堂教学实践,可以厘清其课堂教学现存的问题:规训身体,忽视老年人认知的具身性;脱离环境,忽视老年人认知的环境性;缺乏互动,忽视老年人认知的生成性。鉴于此,提出老年大学课堂教学的具身化组织对策,即制定生成性的课堂教学目标、坚持具身性的课堂教学主体、组织情景性的课堂教学内容、创设动态性的课堂教学环境以及结合多样性的课堂教学方法,以期进一步促进新时代老年大学课堂教学的高质量发展。

Embodied cognition theory holds that cognition has feature of embodied,environmental and generative.By deeply understanding and applying the theory of embodied cognition in the classroom teaching practice of the elderly university,we can clarify the existing problems of classroom teaching:discipline the body and ignore the embodied cognition of the elderly;Divorced from the environment,ignoring the environmental nature of the cognition of the elderly;Lack of interaction and neglect the generative cognition of the elderly.In view of this,this paper puts forward the concrete organization countermeasures of classroom teaching,that is,formulating generative classroom teaching objectives,adhering to concrete classroom teaching subjects,organizing situational classroom teaching contents,creating dynamic classroom teaching environment and combining diversified classroom teaching methods,in order to further promote the highquality development of classroom teaching in elderly universities in the new era.