認知與學習的新觀點：體現認知在課程與教學之應用

A Novel Perspective in Cognition and Learning: Applications of Embodied Cognition in Curricula and Instruction

本文以文獻回顧法探討體現認知（embodied cognition）理論何以適合不同學習風格的學生，與如何增進學習。臺灣近年來翻轉教育逐漸興盛，但教學多偏重以視覺或聽覺的方式傳遞訊息，對於觸動覺學習者來說並不利。體現認知主張身體參與認知的形成，重視多感官訊息的傳遞，因此，運用體現認知理論於教學中能適合具有不同學習風格的學生。文獻綜述分為四部分：一、介紹體現認知的基本概念、體現認知對語言習得的觀點、認知神經科學的證據、闡明如何透過手勢、主動體驗和索引等方法增進學習，以及來自教學現場的相關研究；二、歸納其在課程和教學中的應用層面，包括學科教學、音樂教育、特殊教育和電腦輔助教學；三、依據體現認知觀點對課程與教學提出建議；四、指出落實體現認知教學的步驟，期待教師運用體現認知觀點設計課程活動，提升學生的學習動機與成效。

In this study, an extensive literature review is presented on how embodied cognition theory can be adapted to different modalities of learning and how it can improve learning outcomes. In recent years, the flipped education has gained popularity in Taiwan's education. This flipping has shown to be more beneficial to students who are with visual and auditory learning styles, than those who are kinesthetic learners. Two important components of embodied cognition theory claim that the body participates in the formation of cognition and pays attention to the transmission of multisensory information. Therefore, the implementation of embodied cognition theory in instruction may be well suited for students with different modality preferences. The literature review is divided into four parts: 1) introduction to embodied cognition theory, 2) applications of the theory, 3) suggestive implementations of the theory, and 4) the steps of implementation by embodied cognition teaching method. The first part introduces the basic concepts of embodied cognition, the perspectives of embodied cognition on language acquisition, the evidence from cognitive neuroscience, and the studies that showed how embodied cognition promotes learning from gestures, active experience, and indexing, as well as related research from the teaching site. The second part of the literature review integrates the important viewpoints of embodied cognition theory and proposes its application in the curriculum and instruction, including subject instruction, music education, special education, and computer-aided instruction. The third part provides suggestions on how to implement the theory in curriculum design and instruction: the teachers realizing the transformation of their roles, the integration of body movements into teaching, the multisensory techniques for concrete instruction, and the emphases of tangible and intangible learning environment. The last part reaffirms the ideas of embodied cognition theory, and points out the steps to implement embodied cognition teaching. Through this comprehensive literature review, a deeper understanding of what and how the theory of embodied cognition can transform instruction, curriculum, and improve student learning outcomes.