认知叙事学融入学科教学知识的价值与路径  

The Value and Path of Cognitive Narrative into Subject Teaching Knowledge

作　　者：杨瑶 彭虹斌[1] YANG Yao;PENG Hong-bin(The Faculty of Politics and Public Administration,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学政治与公共管理学院,广东广州510631

出　　处：《集美大学学报（教育科学版）》2024年第3期47-53,共7页Journal of Jimei University：Education Science Edition

摘　　要：教育领域的“叙事转向”是课程改革的趋势,认知叙事学作为认知科学和叙事学交叉产生的新学科,其研究成果对于充实学科教学知识的内涵具有重要意义。认知叙事学理论的融入能发挥教师的主导作用,促进教师的移情性理解,深化教师对教学模式的认知,优化教师的学科素养体系;基于认知叙事学的学科教学知识选择有如下策略:调控认知叙事情绪,构建课堂认知叙事地图,整合情节记忆与语义记忆,探索课堂中的可能世界。The“narrative turn”in the field of education is the trend of curriculum reform,and cognitive narratology,as a new discipline arising from the intersection of cognitive science and narratology,is of great significance in enriching the connotation of subject teaching knowledge.The integration of cognitive narratology theory can play the leading role of teachers,promote teachersempathetic understanding,deepen teachersknowledge of teaching mode,and optimize teachersdisciplinary literacy system;the selection of disciplinary pedagogical knowledge based on cognitive narratology has the following strategies:regulating cognitive-narrative emotions,constructing a cognitive-narrative map of the classroom,integrating episodic memory and semantic memory,and exploring the possible worlds in the classroom.

关 键 词：认知叙事学 学科教学知识 学科素养 可能世界 

分 类 号：G424[文化科学—课程与教学论]