数字化时代的职业教育项目教学观——基于具身认知理论的分析  

Teaching Perspectives in Digital Era Vocational Education Programs: An Analysis Based on Embodied Cognition Theory

作　　者：肖依晨 李德方[2] XiaoYichen;Li Defang(School of Education,Soochow University,Suzhou 215000,China;School of Education,Jiangsu Institute of Technology,Changzhou 213015,China)

机构地区：[1]苏州大学教育学院,江苏苏州215000 [2]江苏理工学院教育学院,江苏常州213015

出　　处：《职教论坛》2024年第3期24-31,共8页Journal of Vocational Education

基　　金：国家社会科学基金教育学一般课题“新时代职业教育功能定位与结构性改革的理论与实践研究”(编号:BJA190090),主持人:臧志军。

摘　　要：数字化技术在引领职业教育教学法革新的同时,也对职业教育教学提出了新的挑战。数字化时代的职业教育项目教学观是在数字化技术支持下,以具身认知理论为基础,对职业教育项目教学目标、过程、评价的一种新的理解和新的理念。其具体表现为:以数字化技术为基石的生成性教学目标、以数字化技术为桥梁的动态性教学过程、以数字化技术为手段的增值性教学评价。基于数字化时代项目教学观的实践转向,要求在实际教学中强调学生身体认知,实现“知行合一”的教学目标;提供多模态技术条件,创设灵活多样的教学过程;采集课堂实时数据,开展具身化的教学评价。While digital technology has led to the innovative transformation of teaching methods in vocational education,it has also posed new challenges to vocational education instruction.The teaching perspectives in digital era vocational education programs are based on embodied cognition theory and supported by digital technology,offering a new understanding and concept for the goals,process,and assessment of vocational education programs.Specifically,this includes generative teaching goals founded on digital technology,dynamic teaching processes facilitated by digital technology,and value-added teaching assessments utilizing digital technology.The practical shift toward teaching perspectives in the digital era calls for emphasizing students'embodied cognition and achieving the goal of integrating knowledge and practice in actual teaching.It also requires providing multi-modal technological conditions,creating flexible and diverse teaching processes,collecting real-time data in the classroom,and conducting embodied teaching assessments.

关 键 词：数字化时代 具身认知理论 项目教学 教学观 

分 类 号：G712[文化科学—职业技术教育学]