摘要
通过深入解读具身认知科学的本质内涵、固有属性,揭示"离身"与"具身"思维方式的分歧以及具身认知与体育教学深度融合的特点,遵循具身认知科学的指导,提出体育教学由"离身"到"具身"转向的内涵。实现体育教学情境的"生活世界"回归、体育教学主体的"个性化"发展、体育教学过程的"参与性"体验、体育教学方法"交互性"关切、体育学习评价的"多元化"诉求。使体育教学活动保证学习者足够的身体参与,充分发挥身体(机体、心理)与环境的交互作用,帮助学生知识内化,形成动作技能,获得认知,整体提高学习效果与教学质量。
Through in-depth interpretation of the inherent properties of the connotation embodied cognitive science, this paper revealed the features of embodied cognition. Putting forward that physical education should follow the guidance of embodied cognitive science. Accomplishing that the situation of PE return to students＇ ＂ Living World＂, teaching subject is personally designed, the process of physical education is pluralistic participated, the teaching method cares more about students＇ interactivity, and the physical education evaluation demands more diversity. So that physical education ensures adequate par-ticipation of the students＇ body, it makes students well ed- ucated among the interaction with the environment, it helps the students＇ knowledge be well internalized and the motor skills be well predominated. Finally, the physical education could make sure that students gain the recogni- tion and enhance the overall quality of teaching and make the learning outcomes improved.
出处
《南京体育学院学报（自然科学版）》
2016年第5期112-117,共6页
Joournal of Nanjing Institute of Physical Education:Natural Science
关键词
具身认知
体育教学
教学设计
教学转向
embodied cognition
physical education
education design
education steering
