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当代认知理论的发展实现了范式变革,由信息加工理论、联结主义等完全抵制、摒弃身体参与的传统认知理论,逐步转向为将认知的发生看作是身体、心智以及环境三者构成认知系统的自组织生成与涌现。具身认知理论对课程与教学的意蕴至少体现在三个层面:引发对课程本质观的反思、提供重建教学实践的契机以及呼吁课程与教学整合的价值诉求。
Abstract：The paradigm of the cognition theory changed from the theory of information processing and Connectionism which abandoned the body involved in traditional cognitive theory to the theory which considered the occurrence of cognition as self-organization of the generation and emergence of physical, psychological, and environmental three factors. The implication for curriculum and instruction of embodied cognition theory at least reflect the three levels: to cause a reflection on the conception of the nature of the curriculum、to provide the reconstruction opportunity of teaching practice as well as the practice appeal for the integration of curriculum and instruction.
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基本信息:
中图分类号:G423
引用信息:
[1]张良.论具身认知理论的课程与教学意蕴[J].全球教育展望,2013,42(04):27-32+67.
2013-04-15
2013-04-15