具身认知视域下幼儿社会情感能力的发展路径与支持策略  

The Development Path and Support Strategies of Children’s Social and Emotional Skills from the Perspective of Embodied Cognition

作　　者：贾文斌 胡雨佳 张静 肖二平[1,2] JIA Wen-bin;HU Yu-jia;ZHANG Jing;XIAO Er-ping(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou 311121,China;Laboratory for Early Development and Childcare,Hangzhou Normal University,Hangzhou 311121,China;School of Marxism,Hangzhou Dianzi University,Hangzhou 310018,China)

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 [3]杭州电子科技大学马克思主义学院,浙江杭州310018

出　　处：《广西师范大学学报（哲学社会科学版）》2025年第1期85-94,共10页Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：2023年度全国教育科学规划课题国家一般项目“屏幕暴露对幼儿社会情感能力的影响机制与干预研究”(BBA230056)。

摘　　要：社会情感能力是个体在成功解决人生任务的过程中所获得与必需的能力,涉及社会交往能力以及理解、管理和表达情绪的能力。学前阶段是人一生中社会情感能力发展最为关键且有效的阶段,幼儿的社会情感能力在具体情境、游戏活动和人际交往中建立和发展。幼儿通过亲身体验,直接接触相关信息或事物,将环境与原有经验联系起来,会产生浓厚兴趣并容易记住当下的体验和经历,进而促进相关经验的积累。具身认知理论强调身体体验的核心作用和身心整体发展,注重主体性、具身性、情境性和生成性。基于具身认知视角,促进幼儿社会情感能力发展应重视身体涉入,创设具身情境,给予有效回应。Social and emotional skills are essential abilities acquired by individuals in solving life tasks,involving social communication skills as well as the ability to understand,manage,and express emotions.The preschool stage is the most critical and effective period for developing one’s such skills equipped and developed in specific situations,game activities,and interpersonal communication.Through personal experience and direct exposure to relevant information or things,children connect their environment with their available experiences and easily remember their current experiences,thereby promoting the accumulation of relevant experiences.The embodied cognition theory emphasizes the core role of physical experience,the overall development of body and mind,as well as subjectivity,embodiment,situationality,and generativity.If such a perspective is employed,we should emphasize physical involvement,create embodied situations,and provide effective responses.

关 键 词：社会情感能力 具身认知 游戏 教育数字化 亲社会行为 幼儿 

分 类 号：G40-012[文化科学—教育学原理] G448[文化科学—教育学]