范晨晨 陶 佳
（安徽师范大学 教育科学学院，安徽 芜湖 241000）
【摘 要】在技术手段逐渐融入教与学进程的大背景下，学习者与学习环境的矛盾逐渐显现。课程学习环境中学习者临场感不足、参与度不高等问题持续影响着学习者认知的发展效果。本研究从具身认知理论视角出发，梳理了具身学习环境存在物质和非物质两个层面，包含学习空间、学习内容、学习角色三个元素的设计，具有双重交互、动态辅助和虚拟沉浸三个特征，提出了基于具身认知的课程学习环境构建路径。研究以创客课程为例，构建了面向不同认知结构学生的具身学习环境，研究表明：具身学习环境中的学习有利于学生的创新型学习，且具身学习过程可以影响学习者的认知方式、思维方式与学习方式，促进学生的有意义学习，是教育教学指向高阶思维培养的有益尝试。
【关键词】具身认知；具身学习；学习环境；创客教育；课程设计
Research on the Construction of Course Learning Environment based on Embodied Cognition: Take Maker Courses as an Example
FAN Chenchen and TAO Jia
(College of Educational Science, Anhui Normal University, Wuhu 241000, China)
Abstract：Gradual integration of technical means with teaching and learning leads to a contradiction between learners and the learning environment. Insufficient sense of presence and low participation in the learning environment continue to affect learners’cognition development. From the perspective of embodied cognition theory, this article combs the design of the material and non-material parts of the embodied learning environment, including three elements of learning space, learning content and learning role. It has three characteristics: dual interaction, dynamic assistance and virtual immersion. Constructing path of learning environment based on embodied cognition is put forward. Taking maker course as an example, a specific learning environment for learners with various cognitive structures is constructed. It shows that learning in embodied learning environment is conductive to learners’innovative learning. The specific learning process affects learners’cognitive mode, thinking mode and learning mode, and promotes meaningful learning. It is a beneficial attempt to the cultivation of higher-order thinking.
Keywords：embodied cognition; embodied learning; learning environment; maker education; course design
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基于具身认知的课程学习环境构建研究.pdf
