第二代认知科学对幼儿运动教育的启示  

Inspirations of second-generation cognitive science to baby movement education

作　　者：杨宁[1] 庄弼[2] 

机构地区：[1]华南师范大学教育科学学院,广东广州510631 [2]广东省教育研究院,广东广州510035

出　　处：《体育学刊》2015年第6期59-63,共5页Journal of Physical Education

基　　金：广东省教育科研"十二五"规划课题"把体育作为推进幼儿素质教育突破口的理论与实践研究"(2011TJK282);国家社会科学基金"十二五"规划2012年度教育学一般课题"构建广东省幼儿体育活动实践体系的研究"(BLA120092);子课题"基于具身认知的幼儿核心动作经验的研究"(BLA120092-KTZ-013))

摘　　要：最近几十年来,以计算的,离身(disembodiment)的信息加工隐喻为核心的第一代认知科学转向强调身体的、具身的第二代认知科学。第二代(具身)认知科学关注身体与环境的交互作用,强调身体对心智或认知的塑形,关注感觉-运动过程(sensori-motor processes)及协调在高水平认知发展中的作用,强调身体、大脑和环境(文化)的耦合关系。第二代(具身)认知科学对我们理解幼儿运动教育具有重要的理论意义,同时也给幼儿运动教育实践带来了许多有益的启示。In recent decades, first-generation cognitive science that bases its core on computed and disembodied in-formation processing metaphor has transformed into second-generation cognitive science that emphasizes the body and embodiment. Second-generation (embodied) cognitive science focuses on the interaction between the body and environments, emphasizes mind or cognition shaping by the body, concerns the roles played by sense - movement process and coordination in high level cognition development, and stresses the coupling relationship between the body, the brain and environments (culture). Second-generation (embodied) cognitive science has important theo-retical significance for us to understand baby movement education, and also brings many helpful inspirations to the practice of baby movement education.

关 键 词：幼儿体育 第一代认知科学 第二代认知科学 

分 类 号：G610[文化科学—学前教育学]