具身认知视域下馆校合作的教学策略——以内地X学校新疆班为例  

Embodied Cognitive Perspectives on Teaching Strategies of Museum-School Co-operation:A Case Study of Xinjiang Classes in X School

作　　者：王鹤蒙 WANG Hemeng(Department of Cultural Heritage and Museology,Fudan University)

机构地区：[1]复旦大学文物与博物馆学系

出　　处：《科学教育与博物馆》2024年第4期62-69,共8页Science Education and Museums

摘　　要：具身认知视域下馆校合作的教学策略包括多维度评估,综合衡量学生各项学习指标;多感官浸润,营造沉浸式课堂环境;多主体交互,理清馆校关系、师生关系的共创共赢之路。X学校新疆班正是以此策略为指导,在课程中丰富了学生的文化实践活动,也实现了馆校合作教育资源配置的优化。Embodied cognition theory is the development of the second generation of cognitive science,which focuses on the relationship between the cognitive subject and cognitive object in the cognitive field,and coincides with the teaching concept of museum-school co-operation of multi-connectivity and co-creation and sharing.The teaching strategies of museum-school cooperation under the perspective of embodied cognition include multi-dimensional assessment to comprehensively measure students'learning indicators,multi-sensory immersion to create an immersive learning environment,and multi-subject interaction to clarify the relationship between the museum-school and the teacher-student relationship for the path of co-creation and win-win situation.The Xinjiang class of X School is guided by this strategy,which has enriched the students'cultural and practical activities in the curriculum,and has also achieved the optimisation of the allocation of educational resources for the museum-school co-operation.

关 键 词：具身认知 馆校合作 教学策略 

分 类 号：G266[历史地理—考古学及博物馆学] G632.4