【作者】 孙丹；

【导师】 孙凤芝；

【作者基本信息】 山东师范大学 ， 职业技术教育， 2025， 硕士

【摘要】 随着职业教育改革的深化,面向真实职业情境的复杂专业能力培养已成为教学改革的关键方向。当前中等职业学校旅游服务类专业虽普遍采用项目化教学模式开展复杂技能教学,但实践中仍存在职业情境真实性不足、任务设计脱离学习者认知规律、测评体系难以追踪能力发展轨迹等问题,导致学生面临专业能力图式建构困难与迁移应用失效的双重困境。为解决当前中职旅游复杂技能学习困境和教学难题,本研究采用混合方法,首先通过文献分析与教学实践观察发现当前教学存在的教学环境离身化、教学手段传统化、学生能力迁移阻滞等问题;其次通过系统整合具身认知学习理论、综合学习理论和情境学习理论,构建支撑复杂技能学习任务设计的理论框架;再次依据此框架进行学习任务设计,通过职业场景结构、具身需求分析、认知轨迹适配三个维度,对学习目标进行层级分析,对学习环境进行具身性创建,开展具身学习活动并实施动态评估反馈;最后,为了验证具身认知理论指导下的学习任务设计对学生学习成效的影响,本研究在青岛L学校开展了为期三个月的教学实践活动,以40位高星级饭店运营与管理专业的高二学生为研究对象,实验组为19名学生,对照组为21名学生,研究从知识概念、图式建构、图式熟练迁移等层面进行考核分析,并对比检验了实验组和对照组学生在学习动机与意愿、具身学习态度与意愿方面的情感转向。实验数据表明,具身认知理论指导下的学习任务能够显著提升学生的认知图式建构和熟练水平,提升学生的学习积极性,且不会给学生造成显著的认知负担。更多还原

【Abstract】 With the deepening of vocational education reform,the cultivation of complex professional abilities in real vocational contexts has become a key direction for teaching reform.Although secondary vocational schools in the tourism service category generally adopt project-based teaching models to teach complex skills,there are still problems in practice,such as insufficient authenticity of vocational contexts,task design that deviates from learners’cognitive laws,and assessment systems that cannot track the development trajectory of abilities.These issues lead students to face the dual predicament of difficulty in constructing professional ability schemas and failure in the transfer and application of knowledge.To address the current learning and teaching difficulties in complex skills for secondary vocational tourism education,this study adopts a mixed-method approach.Firstly,through literature analysis and teaching practice observation,it discovers problems such as disembodied teaching environments,traditional teaching methods,and blocked student ability transfer.Secondly,by systematically integrating embodied cognition learning theory,comprehensive learning theory,and situated learning theory,a theoretical framework for supporting the design of complex skill learning tasks is constructed.Thirdly,based on this framework,learning tasks are designed,and through three dimensions:occupational scene structure,embodied needs analysis,and cognitive trajectory adaptation,the learning objectives are hierarchically analyzed,the learning environment is embodiedly created,embodied learning activities are carried out,and dynamic assessment feedback is implemented.Finally,to verify the impact of learning task design guided by embodied cognition theory on students’learning outcomes,this study conducted a three-month teaching practice activity at L School in Qingdao,with 40 second-year students majoring in High-Star Hotel Operation and Management as the research subjects.The experimental group consisted of 19 students,and the control group had 21 students.The study conducted assessment and analysis from the aspects of knowledge concepts,schema construction,and proficient schema transfer,and compared and examined the emotional shifts in learning motivation and willingness,as well as attitudes and willingness towards embodied learning,between the experimental group and the control group.The experimental data show that learning tasks guided by embodied cognition theory can significantly enhance students’cognitive schema construction and proficiency levels,increase their learning enthusiasm,and do not impose a significant cognitive burden on students.更多还原