具身认知理论视角下幼儿数学教学策略探究

Research on Preschool Mathematics Teaching Strategies from the Perspective of Embodied Cognition Theory

具身认知理论超越了传统的身心二元的离身认知观,强调了身体在认知中的基础性和前提性地位,提出认知是大脑、身体与环境三者交互的产物。学前数学内容抽象性的学科特点和幼儿思维具体形象性的发展水平决定了幼儿数学教学策略与具身认知观具有理论上的适切性和逻辑上的自洽性。从具身认知理论出发的幼儿数学教学可以从创设生活化游戏化的具身教学情境、采用多感官身体参与的体验式教学方式、鼓励幼儿通过探究交流促进数学认知的动态生成三个方面着手进行实践性探索。

The theory of embodied cognition goes beyond the traditional disembodied cognitive view of physical and mental detachment,it emphasizes the fundamental and prerequisite role of the body in cognition,and proposes that cognition is a product of the interaction between the brain,body,and environment.The abstract nature of preschool mathematics content and the development level of children’s concrete and visual thinking determine the theoretical relevance and logical self-consistency between preschool mathematics teaching strategies and embodied cognitive views.The teaching strategies for preschool mathematics from the perspective of embodied cognition mainly include:creating a life oriented and gamified teaching situation,adopting an operational mathematics teaching method with physical participation,and encouraging young children to explore and communicate to promote the dynamic generation of mathematical cognition.