具身认知视野下的小学数学课堂教学探究

An Investigation of Elementary School Mathematics Classroom Teaching under the Perspective of Embodied Cognition

摘要: 当前小学数学课堂教学仍存在固有的教学观念停滞不前，脱离实际的教学模式贯穿课堂，现代信息技术运用的短视化等问题。为此，以具身认知为研究理论，阐述其应用于小学数学课堂教学的内涵价值，并打开小学数学课堂教学的前行方向，为打破固有观念、冲破教学壁垒和拓宽技术视野提供现实参照，实现数学课堂的真正转型。

Abstract: The current elementary mathematics classroom teaching still exists the inherent concept of teaching stagnation, detached from the actual teaching mode throughout the classroom, the short-sightedness of the use of modern information technology and other problems. In this regard, taking embodied cognition as the research theory, we elaborate the connotative value of its application in elementary school mathematics classroom teaching and open up the forward direction of elementary school mathematics classroom teaching, so as to provide realistic references for breaking the inherent concepts, breaking through the barriers of teaching and broadening the technological horizons, and realizing the real transformation of the mathematics classroom.