促进幼儿认知发展的“具身性”幼儿园活动空间营造  

“Embodied”Kindergarten Activity Space Construction to Promote Young Children's Cognitive Development

作　　者：付瑶[1] 刘乐鸣 林佳兴 FU Yao;LIU Leming;LIN Jiaxing

机构地区：[1]沈阳建筑大学建筑与规划学院 [2]沈阳建筑大学

出　　处：《城市环境设计》2025年第2期19-26,共8页Urban Environment Design

基　　金：国家自然科学基金面上项目“多因素效价的老幼复合社区服务设施决定机制研究——以沈阳为例”(编号:52278031);辽宁省社会科学规划基金项目“辽宁省社区‘一老一小’服务设施现状调研与设置决策研究”(编号:L21BSH012)。

摘　　要：随着幼儿教育理念的演进和认知心理学的发展,幼儿教育环境的设计逐渐迈向以儿童体验为核心,强调空间环境应顺应幼儿的身心发展规律,支持幼儿通过身体探索世界。在此背景下,具身认知理论为幼儿建筑空间设计提供了全新的视角,该理论强调认知并非仅限于大脑思维活动,而是通过身体与环境的互动共同构建。本研究根据具身认知理论,对幼儿园活动空间进行了分类,从方位知觉、立体知觉、大小与形状知觉三个方面提出促进认知发展的“具身性”空间营造。为幼儿的成长发育提供支持,并为幼儿园活动空间设计提供一定的理论依据和设计指导。With the evolution of early childhood education concepts and the development of cognitive psychology,the design of early childhood education environments has gradually moved towards a focus on children's experiences,emphasizing that the spatial environment should conform to the laws of children's physical and mental development and support children in exploring the world through their bodies.In this context,the embodied cognition theory provides a new perspective on the design of architectural spaces for young children.This theory emphasizes that cognition is not limited to brain thinking activities,but is constructed through the interaction of the body and the environment.This study classifies kindergarten activity spaces based on the theory of embodied cognition,and proposes"embodied"space creation that promotes cognitive development from three aspects:orientation perception,three-dimensional perception,and size and shape perception.It provides support for the growth and development of young children and provides a theoretical basis and design guidance for the design of kindergarten activity spaces.

关 键 词：具身认知 幼儿园 室内活动空间 认知发展 空间设计 

分 类 号：TU244.1[建筑科学—建筑设计及理论]