具身认知视角下的混合式学习本质再审视  

Review the Essence of Blended Learning from Embodied Cognition Perspective

作　　者：王靖[1] 陈卫东[1] 

机构地区：[1]苏州科技大学传媒艺术学院,江苏苏州215009

出　　处：《远程教育杂志》2016年第5期68-74,共7页Journal of Distance Education

基　　金：江苏省教育科学"十二五"规划2013年度课题"具身认知视角下的混合式学习研究"(D/2013/01/056)研究成果

摘　　要：混合式学习实践在当今各级教育机构开展得日益广泛,但当前对混合式学习本质认识仍存在诸多歧义与不足。对其理论的探讨需要拓展视野,引入具身认知理论正当其时,从为谁混合、为何混合与如何混合三个基本问题入手,对混合式学习的本质进行全新、深入的探析,进而指出混合式学习之所以得到更多的关注与重视,在于其本质更为逼近信息化时代学习的核心所在,即在一个技术支持下的环境中不断发展,人和技术共同进化的"混合时代",混合式学习不再是一种选择性的学习方式,而是一种必须的方式,其将成为人类学习的基本,也是最主要方式。The practice of blended learning has been extensively carried out by education institutes of all levels , but there are still various interpretations and limitations about the essence of blended learning. It＇s the time to extend the perspective. The article deeply discussed the essence of blended learning from embodied cognition perspective by the following three issues： a） blended for whom, b） why blending,c） how to blend. And then indicated that the reason why blended learning has been paid more attention is about that the essence of blended learning is much closer to the core of learning in information age. That means human and technolo- gy have both been evolved in this ＂blended age＂, blended learning is not only an alternative learning style, but also a requisite one. And it would turn into the basic and main method of human learning.

关 键 词：混合式学习 认知 具身认知 虚拟现实 增强现实 

分 类 号：G40-057[文化科学—教育学原理]