从复合空间理论看听、读、说在儿童英语学习中的内在联系  

From Blended Space Theory to the Internal Logic of Listening, Reading and Speaking in Preschool English Learning

作　　者：李康[1] 文旭[1] 

机构地区：[1]西南大学外国语学院,重庆400715

出　　处：《学前教育研究》2008年第8期30-32,共3页Studies in Early Childhood Education

摘　　要：当前的学前儿童英语教育研究,主要集中在可行性探讨和实践性研究两个层面,而理论性研究方面比较薄弱。本文从认知语言学的角度,借用复合空间理论的分析手段,用心理空间的复合和映射来揭示听、读、说在学前儿童英语教育中的内在联系,以期促进学前儿童英语教育。There are main three-ways of studying such as feasible study, practical study and theoretical study, at present situation of researching on the preschool English education. This paper tries to analyze the cognitive course of children＇s language learning from the aspect of cognitive linguistics, using projection mapping and space blending to interpret the internal logic of listening, reading and speaking in preschool English education.

关 键 词：学前英语教育 复合空间 听力 阅读 口语 

分 类 号：G613.2[文化科学—学前教育学] H030[文化科学—教育学]