基于具身认知的学习环境及其进化机制:动力系统理论的视角

发布时间：2018-03-05 23:08

本文选题：具身认知　切入点：动力系统　出处：《电化教育研究》2016年06期 　论文类型：期刊论文

【摘要】：具身认知的系统动力学理论认为,大脑、身体和环境共同构成了一个认知动力系统,它们三者之间存在着一种耦合性关系,并基于因果事物的动力循环持续推动着整个系统的进化,因此认知是一个自组织、自适应的生成过程。基于具身认知的学习环境被称为具身学习环境。作为具身认知动力系统的子系统,具身学习环境的进化过程必然也遵循着母系统的进化规律:学习者、工具中介和学习环境作为具身学习环境的进化主体,通过具身性交互、耦合性循环以及适应性维护等方式不断推动着环境系统的发展。而具身学习环境的进化结果重点体现在以具身技术为中介的学习者与学习环境之间的双向建构,在这一过程中,身体构成了学习者心理与学习环境复杂性交互的桥梁,技术工具则成了学习者身体的延伸和学习环境具身的基础。
[Abstract]:The theory of system dynamics with body cognition holds that the brain, body and environment together form a cognitive dynamic system, and there is a coupling relationship among them. And the dynamic cycle based on cause and effect continues to drive the evolution of the whole system, so cognition is a self-organization. Adaptive generation process. The learning environment based on physical cognition is called the physical learning environment. As a subsystem of the physical cognitive dynamic system, the evolution of the physical learning environment must also follow the evolution law of the mother system: learners, Tool intermediation and learning environment as the evolutionary subject of physical learning environment, through physical interaction, Coupling cycle and adaptive maintenance are constantly promoting the development of environmental systems. The evolutionary results of physical learning environment are mainly reflected in the two-way construction between learners and learning environment mediated by physical technology, and in this process, The body forms the bridge of the complex interaction between the learner's psychology and the learning environment, and the technical tools become the basis of the learner's body extension and the learning environment.
【作者单位】：华中师范大学教育信息技术协同创新中心;华中师范大学教育信息技术学院;
【基金】：2014年度教育部哲学社会科学重大课题攻关项目“信息技术支持下的教育教学模式研究”(项目编号:14JZD044)
【分类号】：G434

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