【作者】 吴雪梅；

【导师】 张建琼；

【作者基本信息】 四川师范大学 ， 课程与教学论， 2018， 硕士

【摘要】 具身认知作为第二代认知科学,批判传统认知是一种既定心智的抽象表征活动,而认为身体、心智、与环境是统一的整体。具身学习是具身认知的一种新型学习,从身体图式认知理解学习与教学。反思目前的小学数学概念教学,学生对概念形成过程的体悟理解不充分,表现为一种视听为主的线性概念理解,缺乏多通道的感官体验。加上小学生的思维具有具身性特点,身体是他们重要的学习工具,需要多感官多通道作用的学习方式,关注教学的具身体验,让学习者获得全面的主体性,更好地内化理解概念,为小学数学概念教学提供了新的视角。基于此,本文研究思路以具身学习为理论基础,采用文献法,访谈法,课堂观察法等研究方法,转向具身学习,充分促进学生心智,身体的平衡认知,探讨小学数学概念教学如何进行具身设计,然后案例实施,最后教学反思。本文的研究内容具体分为6部分,第一,概述具身学习,小学数学概念教学等相关研究。第二,核心概念界定以及辨析相关概念。第三,小学数学概念教学的体验认知现状及问题。第四,阐述小学数学概念教学的诉求,转向关注具身学习。第五,阐述具身学习与概念教学的关系。第六,基于具身学习理论应用,探讨小学数学概念教学的具身设计框架,案例实施-几何与图形为例,最后是教学反思。通过结合具体的小学数学概念教学,分析具身学习理论对小学数学概念教学的应用价值归纳,依次是多感官通道认知概念、情境交互体验概念、身心融通建构概念三个层次。以此提出小学数学概念的具身教学设计的基本思路,分前期设计、核心要素设计、过程设计。前期对主客体,共同体分析;核心要素对身体,环境,交互活动进行设计;过程设计分为创设具身教学情境、选取身体认知工具、组织具身教学活动,引导内化生成概念等。并以“周长”概念为教学案例设计,实施,反思,提升概念的具身教学可操作性,促进了学生多感官体悟概念学习。更多还原

【Abstract】 As a cognitive science of the second generation,stereotype recognition criticizes traditional cognition as a kind of abstract representation activity of the established mind,and considers the body,mind and environment are a unified whole.Embodied learning is a new type of cognitive learning,learning and teaching from the cognitive understanding of the body schema.Rethinking the current concept of classroom teaching,students’ understanding of the process of concept formation is not fully understood,manifesting as a linear concept-based understanding of the concept of lack of multi-channel sensory experience.The thinking of primary school students has the characteristics of the body is their important learning tool,They need multi-sensory multi-channel learning.Concerned about the experience of teaching experience,allowing learners to obtain a comprehensive subjectivity,better understanding of the concept of internalization,provides a new perspective for the teaching of mathematical concepts in primary schools.Based on this,this article is based on the body learning as the theoretical basis,using the literature,interview,Classroom observation.Turning to the individual learning,to promote students’ mental and physical balance of cognition,to explore how to carry out the design of the concept of primary school mathematics teaching,and then the implementation of the case,the last teaching reflection.The framework of this article is divided into six chapters,the first chapter of the introduction,an overview of personal learning,concept teaching and other related research.The second chapter defines the core concepts,as well as identify the related concepts.The third chapter expounds elementary school mathematics concept teaching practice present situation and question.The fourth chapter expounds the concept of primary school mathematics teaching appeal,turned to the individual learning.The fifth chapter elaborates the relationship between personal learning and concept teaching.The sixth chapter is based on the specific learning theory,to explore the concept of primary school mathematics teaching design framework,case implementation-geometry and graphics.At last,reflecting on teaching.By combining specific mathematics teaching in primary schools,the application value of analyzing the theory of embodied learning to primary mathematics teaching is summarized into three levels.The concepts of multi-sensory channel recognition,the concept of contextual interaction experience,and the concept of physical and mental integration are listed in order.In order to put forward the basic idea of the design of the primary school mathematics design,The pre-design,core elements design,process design.Pre-analysis of subject,object,and community;Core elements design body,environment and interaction;The process design is divided into creation of a situation of physical education,selection of physical cognitive tools,organization of teaching activities,and guidance of the concept of internalization.The concept of "perimeter" was used to design,implement,reflect on and improve the conceptual operability of the teaching,and promote students to understand the concept of multi-sensory learning.更多还原