基于具身认知观的幼儿英语教学法分析  

A Study on Preschool English Education Based on Theories of Embodied Cognition

作　　者：邬争艳[1,2] 金娜莉[1] 杨玉荣[1] 吴石菊 

机构地区：[1]苏州市职业大学外国语学院,江苏苏州215104 [2]苏州大学教育学院,江苏苏州215123

出　　处：《苏州教育学院学报》2015年第1期105-108,共4页Journal of Suzhou College of Education

基　　金：江苏省高等学校大学生实践创新训练计划(2012JSSPITP4087);苏州市职业大学成果创新项目(2012SZDCC12)

摘　　要：英语学习低龄化的教育现象突出,探讨具身认知理论对幼儿英语教学具有理论意义和实践指导意义。将基于具身认知理论的全身反应教学法运用于幼儿英语教学实践,结果显示对幼儿英语教学行之有效。虽然该教学方法的推广尚存在着现实的制约因素,但是探究这一方法的意义是显而易见的。It has become an unavoidable educational phenomenon that children begin learning English at early ages. This paper discusses the theoretical meaning and practical guidance of the theories of Embodied Cognition in preschool English education, observes and analyses an English class for preschool children using the teaching method of Total Physical Response, and concludes that the teaching methods based on Embodied Cognition are effective in preschool English class. In spite of some realistic obstacles in promoting embodied methods of teaching English to preschool children, the exploration of applying the theories of Embodied Cognition into preschool English education is significant.

关 键 词：具身认知 幼儿 英语教学 全身反应教学法 

分 类 号：G613.2[文化科学—学前教育学]