[1]徐慧艳,陈 巍.阅读的具身认知转向:扎根于身体与想象操作的学习[J].远程教育杂志,2018,(01):106-112.[doi:10.15881/j.cnki.cn33-1304/g4.2018.01.011]
 Xu Huiyan,Chen Wei.The Embodied Cognition Transformation of Reading: Learning Ground in the Physical and Imaged Manipulation[J].Distance Education Journal,2018,(01):106-112.[doi:10.15881/j.cnki.cn33-1304/g4.2018.01.011]
点击复制

阅读的具身认知转向:扎根于身体与想象操作的学习()
分享到:

《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2018年01期
页码:
106-112
栏目:
学习新论
出版日期:
2018-01-11

文章信息/Info

Title:
The Embodied Cognition Transformation of Reading: Learning Ground in the Physical and Imaged Manipulation
作者:
徐慧艳; 陈 巍
1.绍兴文理学院 教师教育学院;2.绍兴文理学院 脑与社会心智实验室,浙江绍兴 312000
Author(s):
Xu Huiyan; Chen Wei
1. School of Teacher Education, Shaoxing University; 2. The Brain and Social Mind Laboratory, Shaoxing University, Shaoxing Zhejiang 312000
关键词:
具身认知具身阅读索引假说身体操作想象操作镜像神经元虚拟现实
Keywords:
Embodied Cognition Embodied Reading The Idexical Hypothesis Physical Manipulation Imagined Manipulation Mirror Neurons Virtual Reality
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2018.01.011
文献标志码:
A
摘要:
第二代认知科学提出“具身认知”的观念,认为心智依赖于身体。其拥护者相信,学生的阅读作为一种认知活动,是可以借助于身体操作与想象操作的机制来完成理解的。在学习科学视域中审视具身阅读的基本要素,可以将其概括为自由的学生、适宜的读物、多样化的学教具以及情境式的阅读环境。其中,虚拟现实技术可以促进上述基本要素的有效融合。学生通过对学教具的身体操作获得具身经验,学会想象具身经验,从而在阅读时能够运用想象操作来完成理解过程。虽然具身阅读作为一种学习理论受到一系列的质疑,并不能完全地取代传统阅读,但是它可能是非常适合年龄小的阅读者和具身性强的阅读材料。
Abstract:
Embodied cognition given by the second generation of cognitive science consider that the mind relies on the body. Its advocates believe that reading comprehension as an activity of cognition can be accomplished through the mechanism of physical and imagined manipulation. The basic four learning elements of embodied reading includes students, reading materials, learning aids and reading environment. Virtual reality technology can promote the effective integration of the basic elements. Students gain embodied experience by operating learning aids physically and further learn to imagine the experience so that they may be able to complete the reading comprehension. Although embodied reading is questioned in some theoretical aspects, it can not replace traditional reading completely, but it could be suitable for younger readers and reading materials which are very embodied.

相似文献/References:

[1]王 靖,陈卫东.具身认知理论及其对教学设计与技术的应用启示[J].远程教育杂志,2012,(03):088.[doi:10.15881/j.cnki.cn33-1304/g4.2012.03.016]
 Wang Jing,Chen Weidong.Embodied Cognition Theory and Enlightenment to Instructional Design and Technology[J].Distance Education Journal,2012,(01):088.[doi:10.15881/j.cnki.cn33-1304/g4.2012.03.016]
[2]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.[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.[doi:10.15881/j.cnki.cn33-1304/g4.2016.01.010]
[3]李 青,赵 越.具身学习国外研究及实践现状述评——基于2009至2015年SSCI期刊文献[J].远程教育杂志,2016,(05):059.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.006]
 Li Qing,Zhao Yue.State-of-the-art on Embodied Learning based on SSCI-indexed journal articles from 2009 to 2015[J].Distance Education Journal,2016,(01):059.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.006]
[4]王 靖,陈卫东.具身认知视角下的混合式学习本质再审视[J].远程教育杂志,2016,(05):068.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.007]
 Wang Jing,Chen Weidong.Review the Essence of Blended Learning from Embodied Cognition Perspective[J].Distance Education Journal,2016,(01):068.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.007]
[5]叶海智 刘骏飞 王春丽 朱 珂.3D手势计算支持的教学应用研究[J].远程教育杂志,2017,(01):045.[doi:10.15881/j.cnki.cn33-1304/g4.2017.01.005]
 Ye Haizhi,Liu Junfei,Wang Chunli,et al.The Application Research of Three-Dimensional Gesture Computing Technology on Instructional[J].Distance Education Journal,2017,(01):045.[doi:10.15881/j.cnki.cn33-1304/g4.2017.01.005]
[6]李志河,李鹏媛,周娜娜,等.具身认知学习环境设计:特征、要素、应用及发展趋势[J].远程教育杂志,2018,(05):081.[doi:10.15881/j.cnki.cn33-1304/g4.2018.05.011]
 Li Zhihe,Li Pengyuan,Zhou Nana,et al.The Research of Embodied Cognition Learning Environment Design:Characteristic,Element Application and Trend[J].Distance Education Journal,2018,(01):081.[doi:10.15881/j.cnki.cn33-1304/g4.2018.05.011]

备注/Memo

备注/Memo:
基金项目: 本文系浙江省哲学社会科学规划课题“具身认知视野下4-6岁幼儿的阅读理解能力”(编号:16NDJC119YB);浙江省教育厅科研项目“具身认知视野下4-6岁幼儿阅读理解能力的研究”(编号:Y201534078);教育部人文社科规划青年基金项目“幼儿阅读理解的具身认知基础及其教育应用研究”(编号:17YJC880111)的阶段性成果。
更新日期/Last Update: 2018-01-17