基于“五感具身认知”的建筑物理(热工)实验教学创新实践

Innovative Practice of Architectural Physics (Thermal) Experimental Teaching Based on “Five-Sense Embodied Cognition”

摘要: 建筑物理(热工)课程面临“理论抽象难理解”的持续困境。本研究基于具身认知理论，创新性地构建了“五感具身认知”实验教学框架，通过“虚拟环境数字孪生 + 真实场景五感体验”的双重路径，将抽象热工概念转化为可感知、可体验的具身知识。本研究所提“五感”并非传统生理学五感(视、听、嗅、味、触)，而是针对建筑物理教育重新界定的五种认知通道：视觉、触觉、听觉、体感四种生理感官，以及感知–认知映射这一连接具身体验与抽象物理量的认知桥梁，形成“4 + 1”认知结构。该框架通过“虚拟仿真→校园场景→校外工程”三级递进实验体系实施，系统激活上述五种认知通道。为期5年、涉及290名建筑学专业学生的准实验研究表明：热工理论理解准确率从63.64%提升至91%，热工实验报告平均分从76分提高到89分，主动借用测量工具辅助设计的学生从不足5人增加到每学期20余人。本研究为具身认知理论在工程教育中的应用提供了系统的理论建构与实证支持，为建筑类及工程类专业实验教学改革提供了可复制的创新范式。

Abstract: Architectural Physics (Thermal) courses face persistent challenges in helping students understand abstract theories. Grounded in embodied cognition theory, this study innovatively develops a “five-sense embodied cognition” experimental teaching framework that transforms abstract thermal concepts into perceptible, experiential embodied knowledge through dual pathways: digital twin virtual environments and real-world five-sense experiences. The “five senses” proposed in this study differ from the traditional physiological senses (sight, hearing, smell, taste, and touch) and represent five cognitive channels redefined for architectural physics education: four physiological sensory channels—visual, tactile, auditory, and somatic—plus perception-cognition mapping as a cognitive bridge linking embodied experience to abstract physical quantities, constituting a “4 + 1” cognitive structure. This framework is implemented through a three-tier progressive experimental system—virtual simulation, campus scenarios, and off-campus engineering projects—that systematically activates all five cognitive channels. A five-year quasi-experimental study involving 290 architecture students demonstrates significant improvements: thermal theory comprehension increased from 63.64% to 91%, experimental report scores rose from 76 to 89 points, and students proactively borrowing measurement tools for design work surged from under 5 to over 20 per semester. This study provides systematic theoretical construction and empirical support for the application of embodied cognition theory in engineering education, offering a replicable innovative paradigm for experimental teaching reform in architecture and engineering disciplines.