中文摘要：

随着信息技术的飞速发展，传统课堂逐渐趋向于一个充满技术和更加人本化的泛在学习空间，未来课堂概念应运而生。目前对于未来课堂的研究主要侧重于对未来课堂的空间设计、技术应用、特点特性等方面的研究，还缺乏与未来课堂特性相应的教与学方式及教学模式的系统研究。开展具有前瞻性的未来课堂教学设计有利于推动未来课堂实践。教学设计中隐含着关于认知和学习的理论。虽然传统认知观对教师主导的，以传授客观知识为主要目的的传统课堂教学设计做出了重要贡献，但是其作为面向学习者主动建构知识和实现意义理解的教学设计的理论基础不再是充分的。当代认知理论研究已完成了由离身到具身的范式转型。具身认知理论强调身体在认知过程中的关键作用及认知、身体与环境交互的重要性。基于具身认知的视角，未来课堂的教学设计不再仅仅是提供具体的可操作性步骤，而是为在教学中产生更多的可能性而做好准备，其具有学习内容的情境性、学习环境的无意识性、教学目标的生成性、教学过程的动态性以及学习活动的体验性等特性。

英文摘要：

With the rapid development of information technology, the traditional classroom gradually tends to be a ubiquitous learning space which is full of technology and more humanization. The concept of future classroom then emerged as the times require. Currently, the research on the future classroom mainly focused on the space design, technology application, characteristics and other aspects of it. There is still a lack of systematic research on the teaching and learning mode corresponding with the characteristics of the future classroom. To carry out a prospective future classroom instructional design is conducive to the practice of the future classroom. The instructional design implies cognition and learning theory. Although the traditional cognitive view made a significant contribution to the traditional instructional design which is characterized with teachers＇ leading role and imparting objective knowledge, it was no longer a sufficient theoretical basis of the instructional design toward the learners in which learners actively construct knowledge and understand the meaning. Contemporary theory of cognition has completed the paradigm transformation from disembodiment to embodiment. Embodied cognition theory emphasizes the key role of body in cognitive processes and the importance of interaction among cognition, body and environment. From the perspective of embodied cognition, the instructional design of future classroom is no longer just to provide specific operational procedures, but to make good preparation for more possibilities in teaching and learning, with the features of contextual learning content, unconscious learning environment, and generative learning objectives.