具身认知理论视域下语文大单元教学策略研究
Teaching Strategies of Chinese Large Units under the Context of Embodied Cognition
耿红卫 1高朝冉2
作者信息
- 1. 河南师范大学文学院,河南新乡 453007
- 2. 杭州市育才大城北学校,浙江杭州 310000
- 折叠
摘要
大单元教学是《义务教育语文课程标准(2022年版)》和学习任务群的必然要求,但在教学开展过程中存在着困境.具身认知理论主张认知不仅仅依赖于大脑,更是身体和环境互动的产物,强调教学过程中"身心一体"与"主客融合"的教学范式.基于具身认知理论的大单元教学是在新课标背景下,以具身认知为指导,以大单元教学为依托,促进学生问题解决与迁移,思维提升与创造.为此,从学习 目标、学习情境、学习任务、学习评价四个方面进行设计,发挥身体在学习中的作用,以更好地实现学生核心素养发展.
Abstract
Large unit teaching is an inevitable requirement of theChinese Language Curriculum Standards for Compulsory Edu-cation(2022 Edition)and learning task groups,but there are some difficulties in the process of teaching implementation.Em-bodied cognitive theory advocates that it does not depend on the brain,but is the product of the interaction between body and environment,emphasizing the"physical and mental integration"and"subject-object integration"in the teaching.Based on em-bodied cognition theory and guided by the new curriculum standard,the large unit teaching aims to promote students problem solving and migration,thinking improvement and creation.Therefore,we design large unit teaching mainly from the following aspects:learning goal,learning mood,learning tasks and learning evaluation.
关键词
具身认知理论/大单元教学/身心融通/真实情境/深度学习Key words
embodied cognition/large unit teaching/physical and mental integration/real sense of situation/deep learning引用本文复制引用
基金项目
河南省教育科学"十四五"规划2024年度重点课题(2024JKZD13)
出版年
2024
国家科技期刊平台
NSTL
维普
万方数据