指向深度学习的具身教学情境构建

Constructing Embodied Teaching Contexts that Point to Deep Learning

摘要: 当前的教学情境存在离身化倾向，深度学习的主体学习源起、高阶思维过程、知识迁移目标呼唤着互动的、批判的、创造的具身教学情境。在内部动机为驱使、个人化知识为中心、“从做中学”为导向的身体主体性、个体性与整体性理念支撑下，教师在知识积累的基础上，通过知识转化及其动态加工，推动具身教学情境的构建。教学情境中身体的回归需要借助真实性、互动性、整体性的情境，调动主动学习兴趣，引发深度思考交流，强化知识整合应用，为深度学习的落实提供全方位、多层次、宽领域的实践路径。

Abstract: There is a tendency towards disembodiment in current teaching contexts, and the origins of subjective learning, higher-order thinking processes, and the goal of knowledge transfer in deep learning call for interactive, critical, and creative embodied teaching contexts. Supported by the concepts of bodily subjectivity, individuality and wholeness, which are driven by internal motivation, centred on personalised knowledge, and oriented towards “learning by doing”, teachers promote the construction of embodied teaching contexts on the basis of the accumulation of knowledge through the transformation of knowledge and its dynamic processing. The return of the body to the teaching context requires the use of authentic, interactive and holistic situations to mobilise active learning interests, trigger in-depth thinking and exchanges, strengthen the integration and application of knowledge, and provide an all-round, multi-level and wide-ranging practical path for the implementation of in-depth learning.