[1]贾丽娜,田良臣,王 靖,等.具身教学的设计研究——基于身体参与的多通道整合视角[J].远程教育杂志,2016,(01):082-89.[doi:10.15881/j.cnki.cn33-1304/g4.2016.01.010]
 Jia Lina,Tian Liangchen,Wang Jing,et al.Research on the Design of Embodied Teaching: On the Basis of Physical-involved Multisensory Integration[J].Distance Education Journal,2016,(01):082-89.[doi:10.15881/j.cnki.cn33-1304/g4.2016.01.010]
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具身教学的设计研究——基于身体参与的多通道整合视角()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2016年01期
页码:
082-89
栏目:
学术视点
出版日期:
2016-01-15

文章信息/Info

Title:
Research on the Design of Embodied Teaching: On the Basis of Physical-involved Multisensory Integration
作者:
贾丽娜; 田良臣; 王 靖; 马志强; 周 倩
1.江南大学 教育信息化研究中心; 2.江南大学 田家炳教育科学学院,江苏无锡 214122; 3.江山市坛石小学,浙江江山 324100
Author(s):
Jia Lina; Tian Liangchen; Wang Jing; Ma Zhiqiang; Zhou Qian
1. Research Center of Eductional Informatization, Jiangnan University; 2. School of Tian Jiabing Educational Science, Jiangnan University, Wuxi, Jiangsu 214122;3. Tanshi Primary School, Jiangshan, Zhejiang 324100
关键词:
具身教学身体参与教学设计信息技术具身认知镜像神经元
Keywords:
Embodied teaching Physical involvement Teaching design Informative technology Embodied cognition Mirror neuron
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2016.01.010
文献标志码:
A
摘要:
具身教学的意义在于将知识传播与身体体验和环境整合为一体,对离身教学和传统教育技术提出新挑战。具身教学质疑了以教师为中心、知识“灌输”为主的单通道教学,认为教学和学习应该是视觉、听觉、触觉和动觉等多通道整合的过程,强调教师和学生之间身体的交流互动在这一过程中的重要性。文章阐述了具身教学的基本内涵,分析了具身教学的要素,并提出具身教学设计的基本框架,即分析具身教学的目标、分析学习者特征、分析学习内容的具身特征、创设具身性教学环境、组织具身性教学活动和形成性评价。具身教学为创客教育、智慧教育等信息化教育提供了理论与实践借鉴。
Abstract:
The implication of embodied teaching is to integrate the transmission of knowledge with physical experience and environment, which challenges embodied teaching and traditional educational technology. The embodied teaching disagrees with the teacher-centered teaching model and cramming education, which argues that teaching and learning are the integration process of multisensory information including vision, audition, touch, and motor, and emphasizes the importance of physical communication between teacher and student during the integration process. This research stated the basic meanings of embodied teaching, analyzed its elements, and put forward its basic framework that includes analyzing the aims of embodied teaching, the learners’ features, embodied characteristics of learning contents, and establishing embodied teaching environment, and organizing the embodied teaching activities and formative assessment. Embodied teaching provides the reference on theoretical and practice of maker education and smart education.

备注/Memo

备注/Memo:
基金项目:本文系中央高校基本科研业务费专项资金“信息技术与教学融合创新多维研究”(项目编号:2015JDZD08)和“教学学术性与大学教师专业发展研究”(项目编号:JURSP311A05);教育部人文社会科学研究青年项目(项目编号:15YJC880085)的研究成果。
更新日期/Last Update: 2016-01-15