【作 者】：
沈夏林， 邓 倩， 刘 勉
【关 键 词 】：
经验唤起； 身体图式； 具身认知； 技术赋能； 技术限制
【栏 目】：
课程与教学
【中文摘要】：
智慧课堂模拟但又超越自然的富技术人为环境，带来了学习体验的新问题。具身认知理论将基本身体图式的激活及其之上的复杂图式建构作为学习体验的内在机制，基本图式的有限性、共享性与投射性，给予了人们组织无限经验、不言而喻地理解他人、与他人交互的能力。基本身体图式自发地形成于儿童早期发展阶段，课堂体验的主要目的在于唤起学习者已存图式。课堂中存在真实情境、模拟情境、观察体验、文字语言四种激活身体图式的途径。技术赋予学习者增强对象知觉和图式唤起能力的同时，也具有负面的限制作用，但技术限制也能被利用而促进学习。最后，通过课堂教学案例，分析了利用技术的赋能与限制唤起学习者身体图式，以建构数学图式的过程。以基本身体图式的唤起建构符合科学原理的复杂图式，是富技术智慧课堂学习体验设计的核心所在。
【英文摘要】：
Smart classroom, the artificial environment with rich technology, which simulates but transcends nature, brings new problems to the learning experience. According to embodied cognitive theory, it is the activation of basic body schema and the construction of complex schema that constitute the internal mechanism of learning experience. The finiteness, sharing and projection of basic schemas enable people to organize infinite experience, understand and communicate with others. Basic body schema is formed spontaneously in the early development stage of children, and the main purpose of classroom experience is to activate learners' existing schema. There are four ways to activate body schema in class, including the real-world situation, the simulated scene, observation and experience, and verbal language. While technology enables learners to enhance object perception and activate their schema, it also has negative constrains. However, technology constrains could be used to facilitate learning. Finally, through a classroom instructional case, this paper analyzes the process of using technology to activate learners' body schema to construct mathematical schema. Constructing complex schema in accordance with scientific principles by evoking basic body schema is the core of learning experience design of technology-rich smart classroom.