远程教育杂志2024，Vol.42Issue(3)：11-22,12.DOI:10.15881/j.cnki.cn33-1304/g4.2024.03.002
具身何以认知
How Does Embodiment Shape Cognition:An Examination of the Historical and Theoretical Aspects Behind"Doing without Learning"
摘要
Abstract
"Learning by doing"often turns into doing without learning in practice.Based on a review of the original intention,alienation and chaos of"learning by doing"in the course of a century of educational reform,this article introduces the embodied per-spective of cognition,thereby transforming the practical problem of"why there is doing without learning"into the scientific question of"how does embodiment shape cognition".Starting from the three major boundaries of embodied cognition(embodied simulation based on the common coding hypothesis,internal forward models as predictors,and the tool incorporation mechanism of technical embodi-ment expanding imagination and action space),the article conducts a dual examination of the historical and theoretical aspects of why"learning by doing"can turn into"doing without learning"and how to achieve"learning by doing".If"learning by doing"begins with hope and ends in disappointment,and"discovery learning"attempts to transcend"learning by doing"but ultimately fails,then"creative learning"based on the embodied cognition viewpoint truly achieves the rejection and transcendence of both"learning by doing"and"discovery learning".It ultimately unifies"doing"and"thinking",allowing the ideal of"learning by doing"to enter the realm of educational reality.It can be seen that"learning by doing"represents the thesis,"discovery learning"is the antithesis,and"creative learning"is the synthesis.This syllogism of thesis,antithesis,and synthesis is a metaphor for the dialectical unity of educa-tional thought development and theoretical construction.关键词
做中学/发现学习/创中学/具身认知Key words
Learning by Doing/Discovery Learning/Learning by Making/Embodied Cognition分类
社会科学引用本文复制引用
郑旭东,王昕玮..具身何以认知[J].远程教育杂志,2024,42(3):11-22,12.基金项目
本文系全国教育科学规划2022年度国家一般项目"人工智能促进'三个课堂'应用质量提升的模式与机制研究"(项目编号:SKZ2022-0044)的研究成果. （项目编号:SKZ2022-0044）
