具身认知观协同建构主义在物理化学实验教学中的应用和实践
Application and Practice of Embodied Cognition and Collaborative Constructivism in Physical Chemistry Experimental Teaching

高校目前普遍流行的实验课程教学主要以教为中心，导致学生做实验不积极，依赖教材和教师，理论与实践脱节。本文将具身认知观的教育理念和建构主义思想应用在物理化学实验的教学活动中，将传统的知识传授模式改为以学生学习为中心的模式，利用微课、微信学习群、小组合作、身心合一法、学习循环法、探究式等教学模式，使大学生从“认识主体”转变为“实践主体”，培养学生的学习兴趣和创新意识。文中描述了学生在实验课堂的具体表现、教师对学生的情境化评价和学生对教学的反馈，发现这种新模式能够有效地帮助学生实现从知识到能力的转化，并能形成更好更久的认知。学生们在实验教学活动中展现出了前所未有的主动性和创造性，真正成为实验项目的设计者、操作者、思考者、验证者和分析者，他们不再是知识的被动接受者，而是成为了积极探索、勇于创新的研究者。这种以学生为中心的教学实践值得在更广泛的范围内推广，以提高教学效率。
The current popular experimental course teaching in universities mainly focuses on teaching, leading to students being inactive in conducting experiments, relying on textbooks and teachers, and a disconnect between theory and practice. This paper applied the educational philosophy of embodied cognition and constructivism to the teaching activities of physical chemistry experiments. It changed the traditional knowledge transmission mode to a student-centered mode, and used teaching modes such as micro courses, WeChat learning groups, group cooperation, physical and mental integration, learning cycle, and inquiry to transform college students from “cognitive subjects” to “practical subjects”, cultivating their learning interests and innovative consciousness. The specific performance of students in the experimental classroom, situational evaluation of teacher, and students’ feedback were described in this paper. It was found that this new model could effectively help students achieve the transformation from knowledge to ability and form better and longer lasting cognition. Students have demonstrated unprecedented initiative and creativity in experimental teaching activities, truly becoming designers, operators, thinkers, validators, and analysts of experimental projects. They were no longer passive recipients of knowledge, but active explorers and innovative researchers. This student-centered teaching practice is worth promoting on a wider scale to improve teaching efficiency.