【作 者】：
王 辞 晓
【关 键 词 】：
虚拟教具； 实体教具； 互联网+教育； 实验研究； 具身认知
【栏 目】：
学习环境与资源
【中文摘要】：
随着互联网和交互技术的发展，模拟实体教具的虚拟教具逐渐走进科学探究课堂。具身认知强调身体及其经验的重要作用，与教具涉及的认知过程密切相关。文章首先指出认知发展理论、知觉符号系统理论、嵌入式认知理论等具身认知相关理论能够用于解释教具对学习者认知过程的作用。接着，文章介绍了虚拟教具与实体教具的对比以及二者混合应用的典型研究，指出二者对探究学习的作用及差异。研究发现：从感知觉经验来看，绝大多数实体教具能够被虚拟教具替代；虚拟教具能够从渐隐式认知支架、现象增强及动态演示、有效约束下的非线性探究路径等方面，实现对实体教具的超越；未来研究应加强对教具应用的过程性、多模态学习分析。
【英文摘要】：
With the development of the Internet and interactive technologies, virtual manipulatives (VM) that simulate physical manipulatives (PM) have been gradually introduced into scientific inquiry classrooms. Embodied cognition emphasizes the important role of the body and its experience, which is closely related to the cognitive processes involved in manipulatives. First, this paper points out that embodied cognitive theories such as cognitive development theory, perceptual symbolic system theory and embedded cognitive theory can be used to explain the effects of manipulatives on learners' cognitive processes. Then, this paper introduces the comparison between VM and PM and the typical research on their mixed applications, pointing out the roles and differences of the two in inquiry learning. The results show that from the perspective of perceptual experience, the vast majority of PM can be replaced by VM; VM can surpass PM from the aspects of gradual implicit cognitive scaffolds, phenomenon argumentation and dynamic demonstration, and nonlinear path of inquiry under effective constraints. Future research should strengthen the analysis of process and multimodal learning in the application of manipulatives.