【摘要】 具身认知把身体由学习的"边缘"提升到了"中心"地位,将身体从"知识载体"的隐喻转向"身心交互"的现实。根据具身认知的观点,具身学习是基于身体感知的认知建构过程,既包括学习者基于自我身体感知的自我学习建构过程,也包括学习者之间交互学习建构的过程。其中,前者表征了身体与认知的学习价值,并展示了个体体验和反思的中介作用;后者表征了不同学习者之间的互动价值,并展示了观察、模拟、对话等身体参与的交互方式的推动作用。两过程均依托具身学习环境而进行,既根植于环境,也会受到环境的反作用。学习设计也据此产生了具身范式转型,教师应有意识地进行心身统一的具身动作设计、结构化的反思设计和交互性的具身环境设计。更多还原

【Abstract】 embodied cognition promotes the body from the“edge”of learning to the central position, and turns the body from the metaphor of“knowledge carrier”to the reality of“body and mind interaction”. According to the view of embodied cognition,embodied learning is a cognitive construction process based on body perception, which includes not only the self learning construction process of learners based on self body perception, but also the interactive learning construction process between learners.Among them, the former represents the learning value of body and cognition, and shows the mediating role of individual experience and reflection. The latter represents the value of interaction between different learners and shows the role of body participation in interaction such as observation, simulation and dialogue. Both rely on the embodied learning environment, which is rooted in the environment as well as affected by the environment. Learning design also produces the transformation of embodied paradigm.Teachers should consciously carry out the design of embodied action, structured reflection and interactive embodied environment.更多还原