基于具身认知理论的小学数学教.docx

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摘要:随着具身认知理论的出现，对于具身认知理论指导下的教育教学活动有了新的思考。长久以来，由于传统认知观念的影响，小学数学课堂主要还是以教师讲授为主，学生的主体地位被忽视，由此，新课标提出重视学习者的主体地位；小学生在学习过程中主要以形象思维为主，而身心与环境交互的学习活动有利于小学生的认知与技能发展，因此，为了使学生的主体地位得到更好地发挥，促进学生的认知学习，笔者选取人教版小学六年级上册《位置与方向（二）》作为课例，通过问卷调查了解具身认知理论在数学教学中的运用现状，通过文献及案例整理进行前期分析，总结设计原则和策略，再结合具身认知理论和师生及教材特点从具身感受、具身情境、具身体验和具身合作四个方面设计课堂教学活动，最后通过访谈对课堂教学活动的设计进行反思，并在设计活动后，基于具身认知理论，进行注重学生身体体验、创设有意义的环境和重视积极情绪的引导等建议的提出，期望为小学数学教师的课堂教学活动设计提供一定的参考。

关键词:具身认知；位置与方向；教学活动设计

AstudyonthedesignofteachingactivitiesinelementaryschoolmathematicsbasedonEmbodiedCognitionTheory-AnexampleofPositionandDirection(II)inthesixthgradeoftheHumanitiesTeachingEdition

Author:LiYuxuanSupervisor：ProfessorZhangYucheng

(CollegeofElementaryEducation,HainanNormalUniversity,Haikou,Hainan,571158)

Abstract:Withtheemergenceofthetheoryofembodiedcognition,thereisanewthinkingabouttheeducationalandteachingactivitiesundertheguidanceofthetheoryofembodiedcognition.Foralongtime,duetotheinfluenceoftraditionalcognitiveconcepts,theelementaryschoolmathematicsclassroomisstillmainlybasedontheteacherslecture,andthestudentsmainpositionisneglected,thus,thenewstandardproposestopayattentiontothelearnersmainposition;primaryschoolstudentsintheprocessoflearningismainlybasedontheimageofthinking,andthephysicalandmentalinteractionwiththeenvironmentofthelearningactivitiesareconducivetothecognitiveandskilldevelopmentofprimaryschoolstudents,soinordertomakethestudentsmainpositiontobebetterTherefore,inordertomakethestudentssubjectivepositionbetterdevelopedandtopromotestudentscognitivelearning,theauthorselectedPositionandDirection(II)inthefirstbookofthesixthgradeoftheHumanisticVersionforPrimarySchoolasacasestudy.Finally,wereflectonthedesignofclassroomteachingactivitiesthroughinterviews,andafterdesigningtheactivities,base