“感知—行动”循环中的互利共生:具身认知视角下学习环境构建的生态学

发布时间：2018-06-30 00:34

本文选题：具身认知 + 生态心理学　；参考：《中国电化教育》2016年09期

【摘要】：具身认知打破了经典认知科学中根深蒂固的身心二分,进而主客二分的二元论传统,开辟了对认知进行理论解释的新道路,而其深厚的生态心理学渊源,则有力地促进了具身认知领域内"认知生态"这一观念的发展,进而在教育学的层面上,推动了具身认知视角下学习环境之生态隐喻的建立。基于这一生态隐喻,学习者与学习环境的交互就不再是一个纯思维的线性模式,即"输入—存储—再现"模式,而是一个基于"感知—行动"循环的动态耦合机制。理解这一机制有三个关键之处:环境的给养与学习者的效能;客体探测的不变性与主体意图的动态性;学习者与学习环境之间基于"感知—行动"调适机制的耦合性交互。在"感知—行动"的循环中,学习者与学习环境建立了一种互利共生的关系。这种关系主要体现在以下三个方面:学习环境构建的观念共同决定论;学习者与学习环境之间的内共生关系;学习者与学习环境之间的互惠式发展。
[Abstract]:Physical cognition breaks the tradition of dualism of body and mind, which is deeply rooted in classical cognitive science, and opens up a new way for theoretical explanation of cognition, and its deep origin of ecological psychology. It promotes the development of the concept of "cognitive ecology" in the field of physical cognition, and further promotes the establishment of ecological metaphor of learning environment from the perspective of pedagogy. Based on this ecological metaphor, the interaction between learners and learning environment is no longer a linear mode of pure thinking, that is, "input-memory-reproduction" mode, but a dynamic coupling mechanism based on the "perception-action" cycle. There are three key points in understanding this mechanism: the supply of environment and the effectiveness of learners; the invariance of object detection and the dynamic of subject intention; and the coupling interaction between learners and learning environment based on the "perception-action" adaptation mechanism. In the cycle of perception-action, learners establish a symbiotic relationship with learning environment. This relationship is mainly embodied in the following three aspects: the common determinism of the concept of construction of learning environment, the INTERGROWTH relationship between learner and learning environment, and the reciprocal development between learner and learning environment.
【作者单位】：华中师范大学教育信息技术学院;华中师范大学教育信息化协同创新中心;
【分类号】：G420

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