具身认知理论对幼儿园绘本教学的启示
The Implication of Embodied Cognition for Picture Books Instruction in Kindergartens
贾梦毅1
作者信息
- 1. 长江工程职业技术学院,湖北武汉 430212
- 折叠
摘要
具身认知理论强调大脑、身体和环境的交互作用,具有具身性、情境性、生成性和隐喻性的特点,是一种全新的认知方式.当前幼儿园绘本教学存在忽视幼儿的主体地位、过于关注阅读结果等问题.教师可通过解放幼儿身体,提高幼儿的参与性;营造适宜的环境,丰富幼儿的认知;做好充分的预设,促进幼儿的学习;巧用身体的"隐喻"功能,加深幼儿的理解等方式提升幼儿园绘本教学的效果.
Abstract
Embodied Cognition emphasizes the interaction among the brain,the body and the environment,and it is a brand-new cognitive style with embodied,situational,generative and metaphorical characteristics.At present,there are some problems in picture books instruction in kindergartens,such as ignoring children as the subjects and focu-sing too much on reading outcomes.Teachers can improve teaching effects in some ways:encouraging young chil-dren to read picture books through more senses,creating suitable situations to enrich their cognition,making ade-quate preparation and design to facilitate the learning,making full use of body language to enhance children's under-standing.
关键词
具身认知/幼儿园/绘本教学Key words
Embodied Cognition/kindergarten/picture books instruction引用本文复制引用
基金项目
长江工程职业技术学院校级重点课题(2023)(202305)
出版年
2024
NETL
NSTL
万方数据