具身认知理论视角下高中数学活动课的教学实施探讨  

A Discussion on the Implementation of High School Mathematics Activity Courses from the Perspective of Embodied Cognition Theory

作　　者：谢至煌 廖小勇 

机构地区：[1]黄冈师范学院数学与统计学院,湖北 黄冈

出　　处：《创新教育研究》2025年第3期91-97,共7页Creative Education Studies

摘　　要：随着新课程改革的推进,高中数学教学逐渐转向能力培养型,具身认知理论为数学教学提供了新的视角。通过探讨具身认知理论对高中数学活动课教学的指导作用,在分析高中数学活动课实施中面临的现实困境基础上,提出通过提升教师活动课教学能力、创设教学情境施行跨学科教学、加强活动课资源建设和改进课程评价方式等教学改革策略,提高学生的学习兴趣和数学思维能力,进而提升数学教学质量和学生的数学核心素养。With the advancement of the new curriculum reform, high school mathematics teaching is gradually shifting towards a competence-oriented approach. Embodied cognition theory provides a new perspective for mathematics instruction. By exploring the guiding role of embodied cognition theory in the teaching of high school mathematics activity courses, and based on an analysis of the realistic dilemmas faced in the implementation of such courses, this paper proposes teaching reform strategies such as enhancing teachers’ ability to teach activity courses, creating teaching situations for interdisciplinary instruction, strengthening the construction of activity course resources, and improving course evaluation methods. These strategies aim to enhance students’ interest in learning and their mathematical thinking ability, thereby improving the quality of mathematics teaching and students’ core mathematical competencies.

关 键 词：数学活动课 具身认知理论 高中数学 教学策略 核心素养 

分 类 号：G633.6[文化科学—教育学]