具身认知观视域下表演游戏促进幼儿语言发展探究

Exploration on Performance Games Promoting Children's Language Development from the Perspective of Body Cognition

"表演游戏"通俗讲是孩子玩"过家家",由老师组织孩子把绘本故事的内容用表演的方式呈现出来。从具身认知的视域来看,"表演游戏"并非书面上的一种游戏,它不仅能让孩子在游戏中愉悦地获取成就感,也能促进幼儿语言习得和发展。选取中班和大班儿童的教学活动进行观察,探究到在"表演游戏"中存在诸如语言获得靠"模仿",语言教学活动漠视"具身化"等问题。在"表演游戏"活动进行时,提出应在拓展语言功能的活动中加强对游戏的"具身化"语言的重视度,关注幼师在指导游戏中对幼儿的"循循善诱",减少在"表演游戏"中的不恰当干预以及增强幼儿对同伴关注的影响力。

Performance games are popular for children to play ＂family game＂, and the teacher organizes the children to present the content of the picture book story by performing. From the perspective of body cognition, ＂performance game＂ is not only a written game, it can enable children obtain a sense of achievement, but also promote children＇s language acquisition and development. By observing the teaching activities of middle class and large class children, some problems are found in ＂performance games＂, such as language acquisition by imitation and language teaching activity neglecting ＂body＂. In the process of ＂performing games＂, it is suggested that we should pay more attention to the ＂body language＂ of games in the activities of expanding language function, and pay more attention to ＂teaching with skill and patience＂ in guiding games by kindergarten teachers, reducing inappropriate intervention in ＂performance games＂ and increasing children＇s influence on peer concerns.