具身化学习在小学国学教育的应用现状及对策研究——以安阳市L小学为例

本研究深入调查研究小学阶段国学教育现状,发现其受传统认知观念影响较大,课堂学习局限于“脖颈上的学习”,教学效果很难达到令人满意的课堂学习效果。而本研究强调学习认知过程中身体与环境的相互作用作用,以具身化学习理论和小学语文课程标准为基础,以安阳市小学国学具身化教学活动为依托,针对安阳市L小学具身化国学教育的现状进行调查与分析,为改变当前小学国学离身化的教学现状提供了新的研究视角。本研究在了解L小学国学具身化教学的现状的基础上,以期了解该校如何引导小学生将传统文化教材理论知识在行为实践中身体力行的方法及措施,提出其发展方向,以期做出合理的、可供借鉴并实用的路径展望,找出具身化学习理论与传统文化教育的契合点,发挥具身化学习理论对学生国学学习效率的提高作用。This study deeply investigated the current situation of sinology education in primary school, and found that it is greatly influenced by traditional cognitive concepts, and classroom learning is limited to “learning on the neck”, and the teaching effect makes it difficult to achieve satisfactory classroom learning effect. This study emphasizes the interaction between body and environment in the process of learning and cognition. Based on embodied learning theory and primary school Chinese curriculum standards, this study investigates and analyzes the present situation of embodied Chinese education in L Primary School of Anyang City, providing a new research perspective for changing the present situation of disembodied Chinese education in primary school. On the basis of understanding the current situation of embodied teaching of Chinese learning in L Primary School, this study aims to understand the methods and measures of how the school guides pupils to implement the theoretical knowledge of traditional cultural textbooks in behavioral practice, and puts forward its development direction, so as to make a reasonable, referable and practical path prospect, and find out the meeting point between embodied learning theory and traditional cultural education, giving full play to the role of embodied learning theory in improving students’ sinology learning efficiency.

具身认知对成人网络教育的挑战及其对策

情景式学习、参与式学习和活动式学习等是成人教育中常用的学习方法,也是具身认知理论强调的学习方式,其核心特征是身体的“在场”与“参与”。在网络教育中,学习者的身份变成了符号,身体被虚拟化,感知也难以直接把握,学习更倾向于“在脑中”对符号的操弄,在线学习的“离身化”越来越突出。在分析成人在线教育面临的“失身”挑战基础上,探索了适应成人网络学习的具身化设计策略:整合技术功能,提供具身化的学习工具及支持;搭建叙事平台,促进知识与经验在身体间的“迁移”;创建学习情景,实现“在场”的体验。