【作 者】：
胡翰林， 沈书生
【关 键 词 】：
高阶思维； 生成认知； 概念发展； 具身行动； 反思性实践
【栏 目】：
理论探讨
【中文摘要】：
高阶思维的培养一直是教学实践的重点，其形成既依赖认知过程，又以概念的发展为具体表现。生成认知作为学习者认知形成的一种机制与解释，能够有效发展学习者的高阶思维。文章分析了高阶思维的具体含义与现实问题，对生成认知进行了内涵解析，并依据生成认知的涌现性、具身性与行动性特征提出高阶思维的培养路径：置身情境的理解过程，为学习者创设真实情境、虚拟情境与增强情境来促进概念的形成；具身交互的再造过程，使学习者在概念隐喻与具身交互的过程中获取概念；反思实践的创造过程，以超越教学中的技术理性、解决复杂问题、进行反思性实践等来促进概念的发展，以实现学习者高阶思维的形成。
【英文摘要】：
The cultivation of higher-order thinking has always been the focus of teaching practice, and its formation not only relies on the cognitive process, but also takes the development of concepts as concrete manifestations. Enactive cognition, as a mechanism and explanation for the formation of learner's cognition, can effectively develop learner's higher-order thinking. The article analyzes the specific meaning and practical problems of higher-order thinking, analyzes the connotations of enactive cognition, and proposes a cultivation path for higher-order thinking based on the emergent, embodied and action-oriented characteristics of enactive cognition: the process of contextual understanding, which creates real, virtual and augmented contexts for learners to facilitate the formation of concepts; the re-engineering process of embodied interaction, in which learners acquire concepts in the process of conceptual metaphors and embodied interaction; the creative process of reflective practice, which promotes the development of concepts by surpassing technical rationality in teaching and learning, solving complex problems, and engaging in reflective practice, so as to realize the formation of learners' higher-order thinking.