基于拟人化隐喻的多模态教学促进幼儿对天文学概念的理解  

Promoting Preschoolers'Understanding of Astronomy Concepts through Multimodal Teaching Based on Personification Metaphors

作　　者：李凯 胡江波 王蒙原 童世铭 聂洋溢 Li Kai;Hu Jiangbo;Wang Mengyuan;Tong Shiming;Nie Yangyi(College of Child Development and Education,Zhejiang Normal University,Hangzhou,Zhejiang,311231;Xingyuan Kindergarten,Xiaoshan District,Hangzhou,Zhejiang,311231;Cicheng Experimental Kindergarten,Jiangbei District,Ningbo,Zhejiang,315031)

机构地区：[1]浙江师范大学儿童发展与教育学院,浙江杭州311231 [2]杭州萧山星原幼儿园,浙江杭州311231 [3]宁波市江北区慈城实验幼儿园,浙江宁波315031

出　　处：《幼儿教育》2025年第12期9-13,共5页Early Childhood Education

摘　　要：本研究探索基于拟人化隐喻的多模态教学对幼儿天文学概念理解的促进效果,发现这一教育方案能够引起幼儿的参与兴趣,促进幼儿对宏大的天文学概念的理解。研究者基于此认为在幼儿园阶段开展天文学教育具有可行性,建议将拟人化隐喻和多模态教学融入天文学教育活动。This study explored the promoting effect of multimodal teaching based on personified metaphors on young children's understanding of astronomy concepts.The results showed that this educational program could arouse children's interest and promote their understanding of grand astronomy concepts.Based on the conclusion of this study,the researchers believe that it is feasible to carry out astronomy education in kindergarten and suggest that personified metaphors and multimodal teaching be incorporated into astronomy education activities.

关 键 词：天文学教育 拟人化隐喻 多模态教学 科学教育 

分 类 号：G612[文化科学—学前教育学]