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

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。

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 focusing too much on reading outcomes.Teachers can improve teaching effects in some ways:encouraging young children to read picture books through more senses,creating suitable situations to enrich their cognition,making adequate preparation and design to facilitate the learning,making full use of body language to enhance children’s understanding.