摘要
学习兴趣建构于学习者意识自觉的基础上,是借助听、说、读、写等行为而达至的一种身心参与状态。在具身化认知视域下,强调学习的涉身性、体验性和情境交互性特征,学习兴趣的发展过程呈现捕趣、沉浸、灵动、悦享四个不同梯度。当下,学习兴趣的逻辑推演和水平提升,通常会遇到障碍,如学习活动的他律依赖与自主性欠缺,教学过程的矛盾纠葛与思维缺位,学校管理的目标偏颇与方式异化,功利文化的根深蒂固与潜移默化,网络平台的信息冗余与共享度低等。坚持多元主体协同共治,促进学习者、教师、学校、社会及网络环境的多方联动,实乃助推学习兴趣发展的必然选择。
Learning interest is constructed on the basis of the learner’s consciousness, and is a state of physical and mental participation achieved through listening, speaking, reading, writing and other behaviors. Under the perspective of embodied cognition, it emphasizes the involvement and experience of learning and contextual interaction characteristics, and the development process of learning interest generally presents four different gradients: capture interest, immersion, agility and enjoyment. At present, the logical deduction and improvement of learning interests usually encounter obstacles, such as heterogeneous ependence and lack of autonomy in learning activities, conflicts and entanglements in the teaching process and lack of thinking, biased goals and alienation of school management methods, and deep-rooted utilitarian culture, information redundancy and low sharing degree of the network platform, etc. Adhering to the multiple subjects and promoting the interaction of learners, teachers, schools, society and the network environment is an inevitable choice to promote the learning interests.
作者
白文昊
李保强
Bai Wenhao;Li Baoqiang(Luoyang Normal University;Wuhan University)
出处
《当代教育科学》
北大核心
2022年第1期40-47,共8页
Contemporary Education Sciences
基金
国家社会科学基金“十三五”规划课题“云资源整合视域下学生个性化学习推荐机制研究”(项目编号:BHA180129)
河南省哲学社会科学规划项目“中小学教师增值性评价素养结构模型与培养机制研究”(项目编号:2021CJY055)的研究成果之一。
关键词
学习兴趣
具身认知
个性发展
主体联动
learning interest
embodied cognition
personality development
subject linkage
