手脑双能:具身认知理论下的“拆客空间”项目  

Hand-brain Dual Ability:the“Tinker Space”Project Under Theory of Embodied Cognition

作　　者：李丰 陈春 LI Feng;CHEN Chun(Ningbo Lvmei Kindergarten,Ningbo 315020,China)

机构地区：[1]宁波市绿梅幼儿园,浙江宁波315020

出　　处：《宁波教育学院学报》2025年第2期25-28,共4页Journal of Ningbo Institute of Education

摘　　要：具身认知理论指导下的幼儿“拆客空间”活动,是以关键经验为宗旨,分析和利用幼儿园、家庭、周边三个模块资源,以幼儿亲身体验为原则,以“拆解”和“再装”为闭环路径,引导幼儿综合利用现有经验,进行自主设计、自主创作的活动,促进儿童的完整生长。通过实践,探寻“拆解深构,再装造新”的内涵,构建“悦动、悦纳、悦行、悦享”的总目标,激活幼儿园、家庭、周边资源;形成体验与观察、拆解与研究、展示与分享、拓展与延伸等“四步”学习范式;开展“拆客游戏连”“拆客大本营”“拆客考察团”“拆客亲子旅”等四场体验活动;建立幼儿、教师、家长的“三方”评价机制。Under the guidance of the theory of embodied cognition,the“Tinker Space”activities for young children aim to analyze and utilize resources from three modules:kindergartens,families,and the surrounding environment.Adhering to the principle of children’s direct experience and taking critical experience as the purpose,the activities follow a closed-loop path of“disassembly”and“reassembly”.By integrating their existing experience to design and create independently,children are able to grow holistically.Through practice,the connotation of“deep structural disassembly and innovative reassembly”is explored.The general goals of“joyful movement,joyful acceptance,joyful action and joyful enjoyment”are constructed to activate resources from kindergartens,families,and the surrounding environment.A“four-step”learning paradigm of“experience and observation,disassembly and research,display and sharing,expansion and extension”is formed.Four experiential activities,namely“Tinker Game Chain”,“Tinker Base Camp”,“Tinker Investigation Team”and“Tinker Parent-child Journey”are carried out.A“trilateral”evaluation mechanism involving children,teachers,and parents is established.

关 键 词：手脑双能 具身认知 拆客空间 

分 类 号：G610[文化科学—学前教育学]