具身认知视域下幼儿美术教学改革探究  

Exploring the Reform of Early Childhood Art Education from the Perspective of Embodied Cognition

作　　者：寇灵慧 汪琳钰 陈秉龙 Kou Linghui;Wang Linyu;Chen Binglong(Fujian Preschool Normal College,Fuzhou 350007)

机构地区：[1]福建幼儿师范高等专科学校,福州350007

出　　处：《鹿城学刊》2025年第1期56-59,共4页Journal of Lucheng

基　　金：福建省教育科学“十四五”规划2023年度美育研究专项课题“具身认知理论下学前教育专业美术教学技能提升策略研究”(FJMYZX23-02)成果。

摘　　要：具身认知理论强调身体在认知活动中的核心地位,倡导全感官沉浸式教学体验、心身融合的一体化教学及行动导向的身体力行教学法。在幼儿美术教学中,这一理论引领教学观念从静态观察到动态体验、从技能传授到情感表达、从单一评价到多元评价的转变。教学改革路径包括强化身体参与以深化知识学习,构建适宜环境以促进学习发生,促进多元互动以深化认知体验以及培养综合素养与终身学习意识。研究旨在推动幼儿美术教学革新,促进幼儿全面发展。Embodied cognition theory emphasizes the central role of the body in cognitive activities,advocating for immer-sive,multi-sensory teaching experiences,mind-body integration in teaching,and action-oriented pedagogy.In early childhood art education,this theory leads the transformation of teaching concepts from static observation to dynamic experi-ence,from skill transmission to emotional expression,and from singular assessment to diverse evaluation.The reform path in-cludes enhancing physical participation to deepen knowledge learning,creating suitable environments to promote learning,facilitating multi-dimensional interactions to deepen cognitive experience,and cultivating comprehensive literacy and a life-long learning awareness.The research aims to promote innovation in early childhood art education and foster the holistic de-velopment of children.

关 键 词：具身认知 幼儿美术教学 教学改革 

分 类 号：G613.6[文化科学—学前教育学]