摘要
具身认知原本是哲学和心理学理论,后延伸至教育学领域。如何在拥有特殊环境特征的博物馆中将其用于教育活动实践,目前还未有过充分讨论。本文结合实例从身体与空间环境的共振、文化环境与身体的共鸣两个维度,探究常熟文庙运用具身认知理论深化阐释教育活动,促使观众身心与环境强耦合,拥有身临其境的体验感。据此推绎出身体反应始终与环境紧密结合、线性观览与身体互动带来沉浸体验、观览和教育活动融为一体、构建完整的认知体系4个原则,并得出可更好地阐释同类博物馆的多重价值,推动特定博物馆教育理论发展的结论。
Embodied cognition originally stemmed from philosophical and psychological theories and later extended to the field of education.However,there has been insufficient discussion on how to apply it to educational activities in museums with unique historical,cultural,and artistic values.This article,combined with practical examples,explores how the educational activities of Changshu Confucian Temple utilize embodied cognitive theory to deepen interpretation from three aspects:physical feedback,reinforcement of spatial hard environment,and immersion in cultural soft environment.It aims to promote a strong coupling between the audience's body and mind with the environment,offering an immersive experience.Based on this,the author proposes three principles:physical response should always be closely integrated with the environment,immersive experience should be reflected in all stages of educational activities,and a complete cognitive system should be constructed.The author believes that designing such educational activities can better interpret the historical and cultural values of related museums and promote the development of specific museum education theories.
作者
周起东
ZHOU Qidong(Capital Normal University)
出处
《科学教育与博物馆》
2025年第5期121-128,共8页
Science Education and Museums
关键词
博物馆教育
具身认知
文庙
认知体系
环境
museum education
embodied cognition
confucian Temple
cognitive system
environment
