| 具身认知视角下A-STEM学习空间设计 |
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| 引用本文： | 陈忞.具身认知视角下A-STEM学习空间设计[J].全球教育展望,2020(4):46-57. |
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| 作者姓名： | 陈忞 |
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| 作者单位： | 华东师范大学中旭天下博士后科研工作站 上海201615 |
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| 摘 要： | 近年来,随着对传统制式化分科教育及其背后离身认知理论的反思,具身认知与跨学科融合教育模式日渐为人们所重视,从政府到各基层学校都展开了愈加广泛而具有针对性的尝试。但在实践过程中,囿于对具身认知原理理解的不足和相关规范文件更新的延迟,在教育教学理论与学习空间的创设之间形成了不可忽视的落差。本文籍由对具身认知及跨学科融合教育模式发展历史的梳理,结合现行建筑设计行业的实践经验,讨论了未来学习空间与教育教学行为之间的关系,并对未来创设符合具身学习需求的空间范式提供了可能的思想进路与设计原则。
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| 关 键 词： | A-STEM 具身认知 空间设计 |
A-STEM Learning Space Design from the Perspective of Embodied Cognition Theory |
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| Authors: | CHEN |
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| Institution: | (ECNU-CFE Postdoctoral Research Center,East China Normal University,Shanghai,201615,China) |
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| Abstract: | In recent years, with the rethinking of the traditional subject-based education and the disembodied cognitive theory behind it, researchers have shifted extra attention to the embodied cognition theory and interdisciplinary integrated education model. More extensive and targeted attempts have been launched by the government and schools. However, in the process of practice, due to the lack of understanding of the principle of embodied cognition and the delay in updating relevant normative documents, a gap between the theory of education and the creation of learning space emerged. This paper reviews the history of the embodied cognition theory and the development of the interdisciplinary integrated education model, combined with the practical experience of the current architectural design industry, to discusses the relationship between the creation of learning space and educational behavior, and provides possible ideological approaches and design principles for creating a space paradigm that meets the needs of embodied learning in the future. |
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| Keywords: | A-STEM embodied cognition spatial design |
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