具身认知视阈下幼儿性别认知障碍:归因探析、内在机理和消解路径  

The Resolution of Preschoolers’Gender Cognitive Disorder:A Perspective of Embodied Cognition

作　　者：吕昊鑫 王帅 LV Hao-xin;WANG Shuai(School of Education Science,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育科学学院,湖北武汉430079

出　　处：《陕西学前师范学院学报》2023年第7期8-18,共11页Journal of Shaanxi Xueqian Normal University

摘　　要：幼儿时期是个体发展良好的性别认知能力的起始阶段与关键时期。幼儿性别认知障碍具体表现为异性化模仿倾向、分裂情绪性困扰及跨性别类型化活动,原因包括个体先天生理机能反应、负性创伤事件的应激机制、重要他人的角色期待和社会性别文化的角色定型。为了矫正幼儿性别认知障碍,基于具身认知的视角现代教育可以从三个方面做出努力:在身心交融的教育理念下培养正确的性别意识;在体感交互的游戏活动中指导性别角色行为;在具身互动的学习环境下建构性别认同意义。Early childhood is the initial stage and key period for individuals to develop good gender cognition ability.Children’s gender cognitive impairment is specifically manifested as heteronormative imitation tendency,dissociative emotional distress and cross-gender stereotyped activities,resulting from congenital physiological response,stress mechanism of negative traumatic events,role expectation of significant others and role stereotyping of social gender culture.In order to correct preschoolers’gender cognition disorder,modern education can make efforts from three aspects based on the perspective of embodied cognition:1)cultivating correct gender awareness under the educational concept of physical and mental integration;2)directing gender role behavior in somatosensory interactive game activities;and 3)constructing the meaning of gender identity in an embodied interactive learning environment.

关 键 词：幼儿 性别认知障碍 具身认知 

分 类 号：G610[文化科学—学前教育学]