具身认知视域下双线混融教学促进深度学习的行动研究

Action Research on Double-line Blending Teaching to Promote Deep Learning under the Perspective of Embodied Cognition

双线混融教学以具身认知理论为指导,通过创设具身体验、情境交互与协作互动的学习情境,发展学生的高阶思维,最终促进深度学习目标的实现。基于此,文章构建了具身认知视域下的双线混融教学模式,并设计了“前期学情分析→初步认知与构建→深度理解与迁移→学习评价与反思”的模式实施流程。之后,文章采用行动研究,通过行动计划、行动实施、学习评价三个环节,对样本数据进行统计分析,结果发现:实验班学生的课程作业和期末成绩明显提高;深度学习能力显著提升;深度学习实施效果优良;对教师和学生的访谈表明,双线混融教学对学生深度学习具有促进作用。在具身认知视域下开展双线混融教学,有助于培养学生的高阶思维,促进深度学习。

Under the guidance of embodied cognition theory, double-line blending teaching created the learning situations of embodied experience, situational interaction and collaborative interaction to develop students’ higher-order thinking and promote the realization of deep learning goals. Based on this, the paper constructed the double-line blended teaching model under the perspective of embodied cognition, and designed the model implementation process of “previous students analysis → preliminary cognition and construction → deep understanding and transfer → learning evaluation and reflection”. After that, this paper adopted action research and made a statistical analysis of the sample data through three links of action planning, action implementation and learning evaluation. It was found that the experimental class students’ course work and final grades were improved obviously, and the deep learning ability was improved significantly, and the implementation effect of deep learning was excellent. The interview with teachers and students showed that the double-line blending teaching had a facilitation role for students’ deep learning. It was helpful to develop students’ higher-order thinking and promote deep learning to carry out double-line blending teaching under the perspective of embodied cognition.