【作者】 陈芳；

【导师】 唐松林； 刘春花；

【作者基本信息】 湖南大学 ， 教育管理（专业学位）， 2023， 硕士

【摘要】 具身认知是第二代认知理论,基本涵义是指认知对身体的依赖性。具身认知理论核心思想为心身一体,知行合一,人境相融。具身认知从本质上讲是一种身体经验,源于特定的身体构造和身体活动。其在认知科学和心理学领域的成功实践,促使人们越来越关注教育领域中有关具身认知的研究。《普通高中英语课程标准》(2017年版2020修订)指出,普通高中英语课程是高中阶段全面贯彻党的教育方针、落实立德树人根本任务、发展英语学科核心素养、培养社会主义建设者和接班人的基础文化课程。目前的高中英语课堂管理中还存在一些问题,如心身分离,知行脱节,人和环境不相融,身体的能量没有充分调动等。通过对具身认知理论的追问,明确了具身认知理论的思想体系及其对高中英语课堂管理的作用:对人的本质认识发生了变化;身体是课堂管理的主要对象;改变了传统教学内容和方法。通过对高中英语课堂管理的传统认知与具身认知比较,提出了具身认知的高中英语课堂管理的特征:完整性、实践性、情境性和动力性。为高中英语课堂管理的实践提供了理论指导和实践基础。基于以上关系,研究设计了相关的问卷调查和访谈提纲,对湘西北地区普通高中英语教师和学生进行了调查和研究。研究发现,当前高中英语课堂管理还存在客观知识遮蔽身体,使教学管理的负担较重;抽象学习旁落身体,使课堂管理环境沉闷;灌输教学抑制身体,使课堂管理效益较低;控制程序僵化身体,使课堂管理活力欠缺。在对这些问题分析的基础上,提出相应优化高中英语课堂管理的建议:树立具身理念,彰显管理人性价值;解放具身主体,注重管理实践价值;打造具身环境,加强管理对话价值;践行具身走动,实现管理成就价值。更多还原

【Abstract】 Embodied cognition is the second generation of cognitive theory,and the basic meaning refers to the dependence of cognition on the body.The core idea of embodied cognitive theory is the unity of mind and body,the unity of knowledge and action,and the integration of human circumstances.Embodied cognition is essentially a bodily experience that stems from specific body structures and physical activities.Its successful practice in the fields of cognitive science and psychology has led to an increasing focus on the study of embodied cognition in the field of education.The "General High School English Curriculum Standards"(2017 edition revised in 2020)points out that the general high school English curriculum is a basic cultural course for fully implementing the party’s education policy,implementing the fundamental task of cultivating virtue and cultivating people,developing the core literacy of English subjects,and cultivating socialist builders and successors at the high school level.At present,there are still some problems in the management of high school English classrooms,such as the separation of mind and body,the disconnect between knowledge and action,the disintegration of people and the environment,and the insufficient mobilization of the body’s energy.Through the inquiry of embodied cognitive theory,the ideological system of embodied cognitive theory and its role in high school English classroom management are clarified: the understanding of the essence of human beings has changed,and the body is the main object of classroom management,which has changed the traditional teaching content and methods.By comparing the traditional cognition and embodied cognition of high school English classroom management,the characteristics of embodied cognition of high school English classroom management are proposed: completeness,practicality,situational and dynamic.It provides theoretical guidance and practical foundation for the practice of high school English classroom management.Based on the above relationship,the study designed relevant questionnaires and interview outlines,and conducted surveys and studies on English teachers and students of ordinary high schools in northwest Xiang.It is found that there is still objective knowledge covering the body in the current classroom management,which makes the burden of teaching management heavier.Abstract learning bypasses the body and makes the classroom management environment dull;Indoctrination inhibits the body and makes classroom management less effective;Control programs rigidize the body and make classroom management invigorated.On the basis of the analysis of these problems,suggestions are put forward to optimize the management of high school English classrooms: establish a concrete concept and present the human value of management;Liberate the embodied subject and pay attention to the value of management practice;Create a concrete environment that strengthens the value of management dialogue;Practice embodied walking and realize the value of management achievements.更多还原