具身认知视角下学前科学实验的教学设计  

A Preliminary Study on Teaching Design of Pre-school Scientific Experiment from Embodied Cognition Perspective

作　　者：胡瑞月 张坤颖[1] HU Ruiyue;ZHANG Kunying(School of Education,Huaibei Normal University,Huaibei 235000,China)

机构地区：[1]淮北师范大学教育学院,安徽淮北235000

出　　处：《宁波教育学院学报》2020年第2期112-119,共8页Journal of Ningbo Institute of Education

基　　金：2019年淮北师范大学研究生创新基金资助项目“幼儿园大班科学实验微课教学的设计与开发研究”(ycx201902008)。

摘　　要：具身认知视角下所建构的学前科学实验具身学习环境有效缓减了学前科学实验教学的困境。通过物理具身建构科学实验的内在情境、外在情境、物理情境与社会情境,从而有效调动了幼儿的感知觉经验;通过意向具身,在实验教学的延伸中去练习、巩固新经验,从而有效保持了先关经验;通过在实验活动中边探究、观察边记录实验探究的结果与现象,从而更好的促进新经验的加工与知识的建构。The embodied learning environment of preschool science experiment constructed from the perspective of embodied cognition effectively alleviates the dilemma of preschool science experiment teaching.This embodied cognitive paradigm effectively guides the design and implementation of preschool science experiment teaching and provides a solid theoretical basis for it.The inner,outer,physical and social situations of the scientific experiment were constructed through physical embodiment,thus effectively mobilizing children’s sensory and perceptual experience.Practice and consolidate the new experience in the extension of experimental teaching,so as to effectively maintain the previous experience.The results and phenomena of experimental exploration are recorded while exploring and observing in the experimental activities,so as to better promote the processing of new experience and the construction of knowledge.

关 键 词：具身认知 学前 科学实验 教学设计 

分 类 号：G613[文化科学—学前教育学]