具身教育:迈向更整合学习之路

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2021-05-10 DOI:10.1177/09731849211012290
A. Singh, Hari Narayanan V.
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引用次数: 1

摘要

本研究旨在论证具身的认知方法为修正我们的一些教育实践提供了一个全面的理论框架。任何教育活动都以一些关于人性的基本假设为前提。目前占主导地位的主流教育设置是基于对人类思想的空洞描述,这在学习者和他们的环境之间造成了裂痕。这导致了以考试为导向和成就为基础的学习,不利于培养孩子的批判性思维和探索思维。另一方面,具体化的方法强调全身和其他环境在学习过程中的作用,这对设计更好的教学实践具有巨大的相关性。在本研究中,我们将试图解释体现如何有助于减少学习者与环境之间的心理差距,从而使教育更加整合和内在意义。
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Embodied Education: A Pathway Towards More Integrated Learning
This study seeks to argue that the embodied approach to cognition provides a comprehensive theoretical framework to revise some of our educational practices. Any educational activity presupposes some underlying assumption about human nature. Current dominant mainstream educational set-up is based upon disembodied accounts of the human mind, which creates a rift between learners and their environment. It results in exam-oriented and achievement-based learning which is not conducive for the development of critical thinking and exploratory mindset among children. On the other hand, an embodied approach stresses the role of the full body and the rest of the environment in the learning process, and this is of immense relevance to devise better pedagogical practices. In this study, we shall try to explain how embodiment can help reduce the psychological gap between the learner and the environment, thereby making education more integrated and inherently meaningful.
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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