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|本期目录/Table of Contents|

 身体活动与学业成绩:来自具身认知的启示(PDF)

《心理学探新》[ISSN:1003-5184/CN:36-1228/B]

期数:
 2018年06期
页码:
 492-496
栏目:
 理论心理学
出版日期:
 2018-11-30

文章信息/Info

Title:
 Physical Activity and Academic Performance:Insights from Embodied Cognition
文章编号:
1003-5184(2018)06-0492-05
作者:
 王嘉旖 叶浩生
 广州大学教育学院,广州 510006
Author(s):
 Wang Jiayi Ye Haosheng
 Educational College of Guangzhou University,Guangzhou 510006
关键词:
 具身认知;  身体活动;  具身学习;  学业成绩;  教育
Keywords:
 embodied cognition;  physical activity;  embodied learning;  academic performance;  education
分类号:
 B8409
DOI:
 -
文献标识码:
 A
摘要:
 具身认知理论认为身体、认知和环境是和谐的统一体。以该理论为基础的具身学习认为,身体不是学习过程的无关因素或障碍因素,身体是学习的主体,身体活动的参与在塑造学习者的思维、判断及记忆等心智活动中具有重要作用。当前已有一定数量的实证研究发现,身体活动能够显著提供语言习得、数学学习等学业成绩,提供学生在同伴中的社会地位。将来,可基于具身认知的角度,采用认知神经科学、心理学和教育学等跨学科合作的方式,进一步探讨具身学习影响学业成绩的因素及其机制。
Abstract:
 The theoretical framework of embodied cognition has proposed that body,cognition and environment are the unity of harmony.Embodied learning suggests that the human being shapes mental activities such as thinking,judgment,and memory through interaction process,which furnishes the new paradigm for education.There is a great deal of research has come to prove that empirical study starts with mathematical education,language study,physical education and music to explore the meaning of education about embodied activity and how to improve the quality of the teaching activities.Future research should focus on the applicable problem with respect to embodied learning.From the point of embodied learning,we should adopt collaboration way,such as cognitive neuroscience,psychology,pedagogy and so on,and probe into the influences of academic performance concerning embodied learning and its mechanism.

参考文献/References

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备注/Memo

备注/Memo:
 基金项目:广东省基础研究与应用研究重大项目(2016WZDXM022)。 通讯作者:叶浩生,E-mail:yehaosheng0817@163.com。
更新日期/Last Update:  2018-11-30