具身认知视域下小学社团“四段进阶”课程模式建构研究

Research on the Construction of the “Four-Stage Progression” Curriculum Model for Primary School Clubs from the Perspective of Embodied Cognition

摘要: 在“双减”政策与2022版义务教育课程标准实施背景下，小学社团的育人价值日益凸显，但课程实践中的离身化倾向制约了育人实效。当前相关研究多侧重理论探讨，缺乏系统化课程模式建构，实践指导性不足。本研究以具身认知理论为基础，剖析小学社团课程在目标设定、身心关系、学习情境三方面的离身困境，从具身性、情境性、生成性维度提出破解路径，结合小学生认知发展规律建构“感知–操作–建构–创造”四段进阶课程模式，并阐述其实施策略、保障机制与典型案例，为小学社团课程化建设提供理论参考与实践方案。

Abstract: Under the backdrop of the “double reduction” policy and the implementation of the 2022 version of the compulsory education curriculum standards, the educational value of primary school clubs has become increasingly prominent. However, the tendency of disengagement in curriculum practice has restricted the effectiveness of education. Current related research mostly focuses on theoretical discussions and lacks systematic curriculum model construction and practical guidance. This study is based on the embodied cognition theory, analyzes the disengagement predicaments of primary school club courses in terms of goal setting, physical and mental relationship, and learning context, proposes solutions from the dimensions of embodiment, context, and generativity, combines the cognitive development laws of primary school students to construct a “perception-operation-construction-creation” four-stage progressive curriculum model, and elaborates on its implementation strategies, guarantee mechanisms and typical cases, providing theoretical references and practical solutions for the construction of primary school club curriculumization.