期刊文献+

具身认知视域下中职文言文体验式教学设计思路探讨

下载PDF
导出
摘要 中职学生对文言文普遍存在厌学情绪。教师可以根据具身认知理论的“具身性、生成性、情境性”等特征,在文言文体验式教学设计中,通过激活学生灵魂参与、引导活学活用、构建生态课堂、提高学习能力等方面,将枯燥的语言学习与学生活生生的具身经验联系起来,引导学生亲身体验,赋予抽象的语言符号以充实、具体的生命体验和现实意义,提高学生学习兴趣和课堂教学效率。
作者 王用楼
出处 《中华活页文选(高中版)》 2021年第8期24-26,共3页
  • 相关文献

参考文献2

二级参考文献24

  • 1王光荣.维果茨基的认知发展理论及其对教育的影响[J].西北师大学报(社会科学版),2004,41(6):122-125. 被引量:78
  • 2Angler, N. "Abstract thoughts? The body takes them literally. "The New York Times Feb. 2 (2010) : 159.
  • 3Zhong, C.B. Liljenquist, K. "Washing away your sins: Threatened morality and physical cleansing." Science 313(2006): 145141452; Niedenthal, P.M. "Em- bodying emotion. " Science 316 (2007) :1002-1005.
  • 4Thelen, E. , Schoner, G. , Scheier, C. , and Smith, L.B. "The dynamics of embodiment: A field theory of in- fant preservative reaching. "Behaviorl and Brain Sciences 24 (2001) :XX.
  • 5Williams L.E. Bargh, J. "Experiencing physical warmth promotes interpersonal warmth. " Science 322. 24 (2008) : 607.
  • 6Thelen, E. , and Smith, L. A dynamic systems ap- proach to the development of cognition and action. Cam- bridge, MA.. MIT Press,1994.
  • 7Ward, T. & Casey, A. "Extending the mind into the world: A new theory of cognitive distortions in sex of- fenders. "Aggression and Violent Behavior 15 (2010) : 50.
  • 8Rowlands, M. "Extended cognition and the Mark of the cognitive. " Philosophical Psychology 22. 1 (2009): 1-2.
  • 9IJzerman, H. , Sermin, G. R. "The thermometer of social relations.. Mapping social proximity on tempera ture. " Psychological Science 20 (2009) : 1214-1220.
  • 10Zhong, C. B. , Leonardelli, O. J. "Cold and Lonely.. 13oes social exclusion literally feel cold?" Psycho- logical Science 19 (2008): 838-842.

共引文献173

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部