课程．教材．教法
課程．教材．教法
과정．교재．교법
Curriculum，Teaching Material and Method
2015年
7期
57~65
,共null页
具身认知 体验式学习 生成式学习 教学评估
具身認知 體驗式學習 生成式學習 教學評估
구신인지 체험식학습 생성식학습 교학평고
embodied cognition; experiential learning; generative learning; teaching evaluation
具身认知揭示了传统认知的重要缺陷——对个体身体的忽视，突出了认知的涉身性、体验性与环境性特点。根据具身认知生成的路径，可以分为实感具身、实境具身和离线具身。此为教学带来新的启示：从纯粹大脑认知的传统教学转到身心投入的主动体验式学习，师生互动的身心融合为生成式学习达成了路径，情境教学则为加强身心体验的重要教学方式，消除对学生和教师身体束缚的负性具身效应。具身认知观还为教育教学评估提供了体验性、参与性与生成性的评估思路。
具身認知揭示瞭傳統認知的重要缺陷——對箇體身體的忽視，突齣瞭認知的涉身性、體驗性與環境性特點。根據具身認知生成的路徑，可以分為實感具身、實境具身和離線具身。此為教學帶來新的啟示：從純粹大腦認知的傳統教學轉到身心投入的主動體驗式學習，師生互動的身心融閤為生成式學習達成瞭路徑，情境教學則為加彊身心體驗的重要教學方式，消除對學生和教師身體束縳的負性具身效應。具身認知觀還為教育教學評估提供瞭體驗性、參與性與生成性的評估思路。
구신인지게시료전통인지적중요결함——대개체신체적홀시，돌출료인지적섭신성、체험성여배경성특점。근거구신인지생성적로경，가이분위실감구신、실경구신화리선구신。차위교학대래신적계시：종순수대뇌인지적전통교학전도신심투입적주동체험식학습，사생호동적신심융합위생성식학습체성료로경，정경교학칙위가강신심체험적중요교학방식，소제대학생화교사신체속박적부성구신효응。구신인지관환위교육교학평고제공료체험성、삼여성여생성성적평고사로。
Embodied cognition reveals an important flaw in the traditional cognitive science- the neglect of the role that body plays in the complex thought processes. It highlights the embodied, experiential and environmental features of cognition. Embodied cognition can be categorized into experiential, situational and offline embodiment based on its generative path, which brings new teaching enlightenment. The pure brain cognition can be changed to the active experiential learning with the body and mind. The integration of the body and mind in the interaction between teachers and students paves the way for the generative learning. Situational teaching is an important teaching method to enhance the experience of the body and mind. We should unbind the body of teachers and students which changes the negative effects of embodied cognition. The concept of embodied cognition offers insights into experiential, participative and generative evaluation to modern education.
