具身认知理念下教育教学改革的可能与限度  

The Possibility and Limitation of Education Reform under the Concept of Embodied Cognition

作　　者：李莉莉 焦江丽[1] Li Lili;Jiao Jiangli(Xinjiang Normal University)

机构地区：[1]新疆师范大学心理学院

出　　处：《当代教育科学》2022年第8期39-46,共8页Contemporary Education Sciences

基　　金：新疆心智发展与学习科学重点实验室重点项目“学习过程的具身性及其教学应用研究”(项目编号:XJDX2003-2022-01)的研究成果之一。

摘　　要：以认知科学的具身认知进路为理念的教学改革倡导者,将传统教育教学过程与早期认知科学的认知主义相对应,认为认知科学的具身认知革命可作为样板,以驱动和促进传统教学形态变革。然而,传统教育教学形态与早期标准认知科学并不具有实质联系,不能犯“贴标签”错误。所谓具身认知革命并未在认知性质上取代早期认知科学的“计算-表征”假说,不足以作为教育教学改革的理论依据。在未充分理解具身认知进路与标准认知科学关系的情况下,盲目地认为前者具有优越性,并在教育教学实践中加以推广,会导致不区分年龄特征和教学内容的过度身体参与,以及偏离教学重心的过度技术化。教育教学的改进必须以其问题本身为靶向,而不是套用某种理论模型。The advocates of teaching reform based on the embodied cognitive approach of cognitive science correspond the traditional education and teaching process to the cognitivism of early cognitive science,and believe that the embodied cognitive revolution of cognitive science can be used as a model to drive and promote the reform of traditional teaching forms.However,there is no substantial connection between the traditional education and teaching form and the early standard cognitive science.We should not make“labeling”mistakes.The so-called embodied cognitive revolution does not replace the calculation representation hypothesis of early cognitive science in terms of cognitive nature,which is not enough to be used as a theoretical basis for education and teaching reform.Without fully understanding the relationship between embodied cognitive approach and standard cognitive science,blindly believing that the former has advantages and promoting it in education and teaching practice will lead to excessive physical participation that does not differentiate age characteristics and teaching content,and excessive technicalizing that deviates from the focus of teaching.The improvement of education and teaching must aim at the problems per se,not apply some theoretical model.

关 键 词：具身认知 符号认知 教育教学改革 

分 类 号：G420[文化科学—课程与教学论]