身体、认知、情境:体育与健康跨学科主题学习的逻辑厘定、价值意蕴和行动路径

Body,Cognition,Context:Logical Determination, Value Implications and Action Paths of Interdisciplinary Thematic Learning in Physical Education and Health

具身认知理论旨在批判传统认知理论“离身”特征的二元叙事,并基于身心合一的一元论调,构建了身体的中心性、认知的体验性和情境的交互性,强调认知是身体、情境及其交互活动生成的结果。基于具身认知理论,审视体育与健康跨学科主题学习的价值意蕴,认为体育与健康跨学科主题学习在身体层面可以开发身体资源,切身感知世界;在认知层面可以缓解矛盾观点,重塑认知方式;在情境层面可以丰富情境体验,提高实践能力。据此提出体育与健康跨学科主题学习的具身行动路径:明确“身体思维”的学习活动主题、构建“身心一体”的学习活动设计、设立“身体生成”的学习活动情境、强调“结构性质”的学习活动反思。

The theory of embodied cognition aims to criticize the dualistic narrative of the traditional cognitive theory,which is characterized by“detachment from the body”,and based on the monism of the unity of body and mind,and it constructs the centrality of the body,the experiential nature of cognition,and the interactivity of the context,and emphasizes that cognition is a result of the body,the context and their interactive activities.Based on the theory of embodied cognition,the value implication of interdisciplinary theme learning in PE and health is examined,and it is argued that interdisciplinary theme learning in PE and health can explore body resources and perceive the world in person at the body level;it can also alleviate contradictory views and reshape cognitive ways at the cognitive level;and it can enrich situational experience and improve practical ability at the contextual level.Accordingly,the paper proposes a path of physical action for interdisciplinary thematic learning in sports and health:clarifying the theme of learning activities of“body thinking”,constructing the design of learning activities of“body and mind as one”,and setting up the context of learning activities of“body generation”and to emphasize the reflection of learning activities of“structure nature”.