学前儿童阅读理解的具身认知基础及其教育反思

Embodied Cognition Basis of Preschool Children's Reading Comprehension and Its Application in Education

学前儿童早期阅读理解能力是其读写能力发展的核心经验之一。第二代认知科学提出的"具身认知"理论对认知语言学进行了新的诠释,包括知觉符号系统理论、索引假设和浸入式体验者框架理论等语言理解的知觉表征理论均认为语言理解本质上是具身且基于知觉的,语言理解就是对所述事件进行知觉模拟的过程。学前儿童的阅读理解由于其年龄发展的特点尤其强调知觉的重要性。具身的学前儿童阅读理解教育需要重视幼儿个体自由身体的存在,选择适宜的图画书,在情境式的阅读环境下进行。

Preschool children’s early reading comprehension is the core experience of their reading and writing ability development.“Embodied Cognition”theory offers a new interpretation of cognitive linguistics,including theories of“Perceptual Symbol System”,“Index Hypothesis”and“the Immersed Experience Frame”.All of these hold that language understanding is essentially embodied in and based on perception,and language comprehension is the process of perception simulation of the described events.Preschool children’s reading comprehension particularly emphasizes the importance of perception due to the age characteristics.In the education of preschool children’s embodied reading comprehension,great importance should be attached to the bodily existence of children’s individual freedom and the choice of appropriate picture books.Such education should be performed under a situational reading environment.