具身认知理论视角下的儿童艺术教育  

Art education for children from the perspective of embodied cognition theory

作　　者：王晓梅[1,2] 赵艳 WANG Xiao-mei;ZHAO Yan(Department of Education,Shaanxi Normal University,Xi′an,Shaanxi 710062,China;Shaanxi Xueqian Normal Unviersity,Shaanxi Business College,Xi′an,Shaanxi 710062,China)

机构地区：[1]陕西师范大学教育学部,陕西西安710062 [2]陕西工商职业学院学前师范学院,陕西西安710062

出　　处：《教学研究》2024年第3期79-84,共6页Research in Teaching

摘　　要：具身认知科学的核心在于身体体验,强调通过身体与环境的互动促进认知的发展,这与儿童身心发展规律相契合。在儿童艺术教育中,身体发挥着重要作用,是感受美之先、欣赏美之重、表现美之本、创造美之基。但当下儿童艺术教育中仍存在着具身困难,如教师具身理论之困、艺术课程具身化之难、环境创设具身化之艰。为此,在具身认知理论视角下,教师应树立解放儿童身体的意识、设置具身化的艺术课程模式、创设多元的体验性环境,促进儿童艺术潜能的发展。The core of embodied cognitive science lies in physical experience,emphasizing the promotion of cognitive development through the interaction between body and environment,which is consistent with the law of children′s physical and mental development.The body plays an important role in children′s art education.It is the first to feel beauty,appreciate beauty,express beauty and create beauty.However,there are still embodied difficulties in children′s art education,such as the difficulty of teachers′embodied theory,the difficulty of art curriculum embodiment,and the difficulty of environment creation.Therefore,from the perspective of embodied cognition theory,teachers should establish the consciousness of liberating children′s body,set up an embodied art curriculum model,create a diversified experiential environment,and promote the development of children′s artistic potential.

关 键 词：具身认知 儿童 儿童艺术教育 

分 类 号：G620[文化科学—教育学]