具身认知视域下促进幼儿合作学习的策略研究

Research on Strategies to Promote Children's Cooperative Learning from the Perspective of Embodied Cognition

具身认知理论认为,个体的思维与认知发端于身体。幼儿开展合作学习的过程离不开身体的参与,此外,环境也起到了重要作用。幼儿合作学习作为多个体参与的社会性活动,须做到身体、认知、环境的有机结合,才能体现幼儿合作学习活动的具身意蕴。幼儿合作学习在各年龄阶段都离不开教师的指导,因此,可以利用做好“身体”准备、制定具身目标、教师以身示范、情境融合的策略,充分关注幼儿的身体体验和认知,促进幼儿合作学习的发展。

The embodied cognition theory believes that the thinking and cognition of the individual originate from the body,and that children cannot do without the participation of the body in the process of cooperative learning,and the environment also plays an important role.As a social activity involving multiple individuals,children's cooperative learning needs the organic combination of body,cognition and environment,thus reflecting the embodied meaning of children's cooperative learning.Children's cooperative learning is inseparable from the guidance of teachers at all ages.Therefore,we can use the strategies of"physical"preparation,formulating embodied goals,the teacher's demonstrations,and contextual integration,to pay full attention to children's physical experience and cognition,and promote the development of children's cooperative learning.