具身认知理论视域下幼儿社会教育路径探究  

Exploring the Path of Social Education for Young Children in the Context of Embodied Cognitive Theory

作　　者：李巧 曹照洁 LI Qiao;CHAO Zhao-jie(Sichuan Light and Chemical University,Zigong Sichuan 643000,China)

机构地区：[1]四川轻化工大学,四川自贡643000

出　　处：《齐齐哈尔高等师范专科学校学报》2023年第5期18-21,共4页Journal of Qiqihar Teachers College

基　　金：2020年四川省大学生创新创业训练项目“自贡市3-6岁幼儿参加兴趣辅导班的调查研究”,编号:S202010622073。

摘　　要：当前社会对幼儿的要求不仅局限于知识技能的习得,更注重幼儿社会适应力的发展。幼儿社会教育有利于完善人格,更好适应社会发展。通过文献梳理和调查发现,当前幼儿园社会活动开展不足,以说教为主,对幼儿肢体表达重视不够。具身认知理论强调身体与认知之间的紧密联系,为幼儿社会教育提供新视角。解放身体,注重幼儿亲身感知;重视环境创设、帮助幼儿深入体会;注重活动生成,抓住教育契机。共同致力于幼儿社会性良好发展。The current demands of society on young children are not only limited to the acquisition of knowledge and skills,but also focus on the development of their social adaptability.Social education for young children is conducive to the improvement of personality and better adaptation to social development.Through literature review and investigation,it is found that social activities in kindergartens are currently inadequate and mainly didactic,with insufficient attention paid to children's physical expression.The theory of embodied cognition,which emphasizes the close connection between the body and cognition,offers a new perspective on social education for young children.The theory of embodied cognition is a new perspective on social education for young children.Together we are committed to the good social development of young children.

关 键 词：具身认知理论 幼儿发展 社会教育 

分 类 号：G612[文化科学—学前教育学]