“第二人生”中的情境认知与语境化外语教学  

Situated Cognition and Contextualized EFL Teaching and Learning in“Second Life”

作　　者：孙梓健[1] 

机构地区：[1]南京工程学院外国语学院,江苏南京211167

出　　处：《扬州大学学报（高教研究版）》2014年第4期79-83,共5页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：全国教育科学规划课题"‘卓越计划’视野下的大学英语教学改革"(GPA11051)

摘　　要："第二人生"是2003年由林登实验室开发并推出的基于因特网的三维虚拟世界。通过让学习者在模拟现实世界的情境中完成真实的任务,"第二人生"为情境学习提供了最理想的环境。在技术上,它为将情境认知与学习理论应用于EFL(英语作为外语)教学提供了实践支持。从情境认知与学习理论的视角分析,当前国内EFL学习环境中存在社会文化语境缺失的局限性。要发挥"第二人生"应用于国内EFL教学的潜能,在施行语境化外语教学时应遵循个性化学习、同步性学习、任务型学习、过程性评价等原则。Developed and launched by Linden Lab in 2003,Second Life（SL）is an internet-based three-dimensional virtual world which provides an optimal environment for situated learning by having learners work on authentic tasks in simulated real-world contexts.Technically,it lends practical support for the application of situated cognition and learning theory to EFL（English as a foreign language）teaching and learning.From the theoretical perspective of situated cognition and learning,there exists the limitation of social and cultural contextual deficiency in current EFL learning environment in China.On a further analysis of the characteristics of situated cognition in SL,the potential of integrating SL into EFL teaching and learning in China is explored,and on this basis the principles of implementing contextualized EFL teaching and learning in SL are put forward.

关 键 词：第二人生 情境认知 社会文化语境 语境化外语教学 

分 类 号：G642.0[文化科学—高等教育学] H319[文化科学—教育学]