从理论到课堂实践的创新探索--评《具身教育心理学:从镜像神经元到心智化课堂》

An Innovative Exploration from Theory to Classroom Practice-Comment of The Psychology of Embodied Education:From Mirror Neurons to Mentalizing Classroom

镜像神经元于20世纪90年代提出后一直受到心理学、神经科学、认知科学、哲学等领域关注和广泛探讨。陈巍在《具身教育心理学:从镜像神经元到心智化课堂》(2024)一书中,通过镜像神经元的视角,将具身认知理论与教育心理学创新性地结合了起来。回顾了镜像神经元的起源与发展,延展到具身认知如何在教育领域中应用,特别是在儿童认知发展和课堂教学设计中的实际效果。本文从理论框架、教育实践、儿童认知发展、心智化课堂设计等方面评析,揭示具身认知如何为未来教育创新提供新思路。文章强调了具身认知对儿童学习和教育心理学的重要贡献,并指出了具身教育在实践中可能会面临的挑战与前景。

Since the discovery in the 1990s,mirror neurons have sparked considerable discussion in the fields of psychology,neuroscience,cognitive science,and philosophy.In this book,Embodied Educational Psychology:From Mirror Neurons to Mentalizing Classroom(2024),Chen Wei offers a novel view by merging the theory of embodied cognition with educational psychology through the lens of mirror neurons.The current paper reviews the origins and development of mirror neurons,extending to how embodied cognition can be integrated into education,particularly focusing on its impact on children’s cognitive development and classroom instructional strategies.The article evaluates the book’s theoretical framework,its application in educational settings,its influence on children’s cognitive development,and its approach to mindful classroom design.The article emphasizes the important contribution of embodied cognition to child learning and educational psychology,and points out the challenges and potential future directions for embodied education.