具身认知视域下幼儿深度学习的发生路径与支持策略  

The Pathways and Supporting Strategies of Deep Learning in Children from the Perspective of Embodied Cognition

作　　者：杨洁[1] 邓献余 贾文斌 Yang Jie;Deng Xianyu;Jia Wenbin(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou,Zhejiang,311121;Laboratory for Research in Early Development and Childcare,Hangzhou Normal University,Hangzhou,Zhejiang,311121)

机构地区：[1]杭州师范大学经亨颐教育学院,浙江杭州311121 [2]杭州师范大学婴幼儿发展与托育实验室,浙江杭州311121

出　　处：《幼儿教育》2023年第33期14-19,共6页Early Childhood Education

基　　金：浙江省教育科学规划2021年度重点课题“儿童元认知发展轨迹及神经机制研究”(课题编号:2021SB020);2020年杭州师范大学省优势特色学科培育项目“儿童元认知发展轨迹及神经机制研究”(项目批准号:20JYXK017)的研究成果之一。

摘　　要：幼儿深度学习是幼儿全身心积极投入,通过有效的师幼互动与同伴合作探究,运用高阶思维,迁移已有经验,最终解决富有挑战性问题的有意义的学习过程。直接感知、实际操作和亲身体验作为幼儿获取经验的具身途径,有利于幼儿深度学习的发生。在具身认知视域下,促进幼儿深度学习应强调身体涉入,创设具身情境,开展有效回应。This study explores the concept of deep learning in young children and emphasizes the importance of effective teacher-child interaction and peer cooperation in promoting this type of learning.In the learning process,utilizing higher-order thinking and transferring existing experience are also required in ultimately solving challenging problems.The study argues that direct perception,practical operation,and hands-on experience are essential for young children to gain experience and promote deep learning.Therefore,promoting deep learning in young children should involve strengthening physical involvement,creating embodied situations,and carrying out effective responses.

关 键 词：深度学习 具身认知 发生路径 支持策略 

分 类 号：G6122[文化科学—学前教育学]