【作 者】：
李志河， 李思哲， 王元臣， 张春雨
【关 键 词 】：
具身认知； 深度学习； 评价量表； 量表编制
【栏 目】：
课程与教学
【中文摘要】：
深度学习作为提升本科生高阶能力及素养的有力手段受到教育者的进一步关注，具身认知理论的发展及虚拟现实等具身技术的应用使得具身认知学习环境已被广泛应用且成为有利于实现深度学习的学习环境之一。现阶段对深度学习的评价研究较少且针对具身认知学习环境下的深度学习还没有完善的评价体系。为此，文章结合深度学习以及具身认知环境的本质及特点，选取具身认知环境中应用最为广泛的智慧教室作为研究背景，借鉴科学的量表编制方法，开发了以“知识迁移、创新思维、具身交互和学习环境”四个要素为维度指标的具身认知学习环境下大学生深度学习评价量表。通过线上发放问卷的形式获取评价数据，利用SPSS等软件对数据进行统计分析。研究中采用项目分析、探索性因子分析等对题项进行修订，修订后的评价量表结构良好，信度较高。最后通过分析讨论得出，相较于其他维度，大学生的创新思维能力还需进一步加强。
【英文摘要】：
As a powerful means to enhance the higher-order skills and literacies of undergraduates, deep learning has received further attention from educators. With the development of embodied cognition theory and the application of embodied technology such as virtual reality, embodied cognitive learning environment has been widely applied and become one of the learning environments conducive to the realization of deep learning. At present, there are few studies on the evaluation of deep learning and there is no perfect evaluation system for deep learning in the embodied cognitive environment. Therefore, combining with the essence and characteristics of deep learning and the embodied cognitive environment, this paper selects the most widely used smart classroom in the embodied cognitive environment as the research background, draws on the scientific scale compilation method, and develops a deep learning evaluation scale for college students in embodied cognitive learning environment with four dimensions of "knowledge transfer, innovative thinking, embodied interaction and learning environment" as the indicators. The evaluation data are obtained through an online questionnaire and SPSS and other software are used for statistical analysis. In the study, item analysis and exploratory factor analysis are used to revise the items, and the revised evaluation scale has a good structure and high reliability. Finally, it is concluded that compared with other dimensions, the innovative thinking of college students needs to be further strengthened.