具身认知理论及其对教学设计与技术的应用启示  

Embodied Cognition Theory and Enlightenment to Instructional Design and Technology

作　　者：王靖[1] 陈卫东[1] 

机构地区：[1]苏州科技学院传媒科学与技术系,江苏苏州215009

出　　处：《远程教育杂志》2012年第3期88-93,共6页Journal of Distance Education

基　　金：江苏省教育科学"十二五"规划2011年度课题"未来课堂环境下教与学的方式研究"(课题编号:D/2011/01/103)的研究成果

摘　　要：具身认知主张身体的知觉是行为产生的基础,认知是具体的个体在实时的环境中产生的。在关于世界、心智、知识和认知等多个方面,具身认知与客观主义和建构主义在范式上都呈现出很大不同。由于抓住了具身性这一核心特性,具身认知发现了一条与客观主义和建构主义两种关于现实的极端观点之间的中间道路,对以往的理论具有更大的包容性和扩充性。具身认知对于我们理解学习,明确一切教育实践的出发点具有深刻而巨大的意义,也为更具包容性的贯一教学设计提供了可能的认识论基础。同时,具身认知对于开展与教学活动并行的教学设计,设计整合了物理、生物与电子媒介的"认知系统"环境,对于促进学习具有重要的启示意义。Embodied cognition considered that the consciousness of the body is the output foundation of the behavior, cognition generated when individual interacts with real world. Embodied cognition is fundamentally different from objectivism and constructivism in many aspects, such as reality, mind, acknowledge. Since gasping the core meaning ＂embodiment＂ , embodied cognition found a middle course between these two extreme views about reality objectivism and constructivism. It exhibits more inclusive and extensible to previous theories. Embodied cognition has deeper meaning in helping us understand learning, clear the starting point of education practice. And it also provided a feasible epistemological base of more inclusive theory grounded instructional design. At the same time, embodied cognition showed the significance of enlightenment in developing instructional design paralleled with instructional activity, designing ＂cognition system＂ environment merging of biological and electronic, and facilitating learning.

关 键 词：具身认知 教学设计 具身性 范式 应用启示 

分 类 号：G420[文化科学—课程与教学论]