%0 Journal Article
%T 具身学习及其对课堂教学的启示研究<br>Research on Embodied Learning and Its Implications for Classroom Instruction
%A 弓妤
%J Advances in Psychology
%P 488-494
%@ 2160-7281
%D 2024
%I Hans Publishing
%R 10.12677/ap.2024.1411819
%X 具身学习是具身认知思想在教育领域的延展与应用&#65292;追求身心一体、主客融合的多感官体验学习&#65292;呈现出参与性、生成性、情境性的特点。具身认知理论的发展与现代科技的迭代推动了具身学习理念的变革&#65292;为教育教学领域的理论及实践拓展了新的视野。在课堂中注意教育目标的生成性、学习内容的情境性、学习环境的技术开放性、师生关系的互动性和教学评价的智能化&#65292;可以有效地提升学习体验和教学效果。<br>Embodied learning is the extension and application of the idea of embodied cognition in the field of education, pursuing multi-sensory experiential learning that integrates body and mind and integrates subject and object, and is characterized by participatory, generative and contextual features. The development of embodied cognition theory and the iteration of modern science and technology have promoted the change of the concept of embodied learning, expanding new horizons for the theory and practice in the field of education and teaching. Attention to the generativity of educational goals, the contextual nature of learning content, the technological openness of the learning environment, the interactivity of teacher-student relationships and the intelligence of teaching evaluation in the classroom can effectively enhance the learning experience and teaching effect.
%K 具身学习&#65292
%K 具身认知&#65292
%K 课堂教学<br>Embodied Learning
%K Embodied Cognition
%K Classroom Teaching
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=101108