具身认知理论视域下幼小早期阅读衔接的误区困境与突围之道  

The Mythical Dilemma and Breakthrough Path of Early Childhood Reading Connection From the Perspective of Embodied Cognitive Theory

作　　者：陈欣宇 徐瑞[1] CHEN Xin-yu;XU Rui(Qufu Normal University,Qufu 273165,China)

机构地区：[1]曲阜师范大学教育学院,山东曲阜273165

出　　处：《当代教研论丛》2025年第3期112-117,共6页contemporary Teaching and Research

摘　　要：早期阅读对学前儿童发展有着重要价值,当前主要存在幼儿早期阅读习惯与兴趣难养成、教师阅读指导维度不清晰等问题。借鉴具身认知理论,紧密结合幼儿园相关政策要求,分析幼儿早期阅读的价值意蕴和误区困境并提出纾解对策,为促进幼儿阅读核心素养的形成以及科学开展幼小衔接提供参照和思考,有利于促进幼儿全面健康可持续发展。Early reading has important value for the development of preschool children.Currently,there are mainly problems such as difficulty in cultivating children’s early reading habits and interests,and unclear dimensions of teacher reading guidance.Drawing on the theory of embodied cognition and closely integrating with relevant policies and requirements of kindergartens,this study analyzes the value and misconceptions of early childhood reading and proposes solutions to alleviate them.It provides reference and thinking for supporting the formation of core literacy in early childhood reading and scientifically carrying out the transition from kindergarten to primary school,which is conducive to promoting the comprehensive,healthy and sustainable development of young children.

关 键 词：具身认知 早期阅读 幼小衔接 家园校协同 

分 类 号：G613[文化科学—学前教育学]