【作 者】：
王 永 明
【关 键 词 】：
延展认知； 传统认知； 认知边界； 教学认知
【栏 目】：
理论探讨
【中文摘要】：
传统认知科学认为认知的边界在大脑内，第二代认知科学中的具身认知理论则证明认知超越了大脑的边界而关系人的整个身体，延展认知理论则将认知从身体延展到外部环境，并诠释了认知延展的机理。基于此，文章提出传统教学认知面临一些新问题和新挑战，通过解析教学的传统认知逻辑，批判由此造成的弊端和问题，进而提出教学认知应延展其边界，实现由语言和知识向身、心、脑与技术、他人、世界的内外双向延展。为此，教学研究需要重新反思一些基本命题，包括确立知识、学生、世界之间的平等关系，诠释教学“耦合—生成”的内涵和原理，拓宽教学主体的构成范围和活动范围，突出教学情境的真切性、典型性、综合性和创造性。
【英文摘要】：
The traditional cognitive science claims that the boundary of cognition are within the brain, while the embodied cognition theory in the second generation of cognitive science proves that cognition transcends the boundary of the brain and is related to the whole human body, and the extended cognitive theory argues that cognition extends from the human body to the external environment, and explains the mechanism of this cognitive extension. Based on these assertions, this paper proposes that traditional teaching cognition faces some new problems and challenges. By analyzing the traditional cognitive logic of teaching and learning, and criticizing the drawbacks and problems caused by it, this paper proposes that pedagogical cognition should extend its boundaries and achieves a two-way extension from language and knowledge to the internal parts of body, mind, brain, and to the external parts of technology, others and the world. To this end, some basic propositions of pedagogical research should be rethought, including establishing the equal relationship among knowledge, students and the world, interpreting the connotation and principle of "coupling-generating" of teaching and learning, broadening the scope of composition and activity of teaching subjects, and highlighting the authenticity, typicality, comprehensiveness and creativity of teaching context.