摘要
具身认知理论强调“身体”在游戏中的参与性和体验性。通过对幼儿园游戏进行解读,我们认为游戏的具身化对幼儿“肉”与“灵”的和谐发展、个性自由发展、良好社会性发展以及民主师生关系的发展具有重要促进作用。基于此,幼儿教师要强化幼儿园游戏自主性、情境性、体验性、合作性,才能实现游戏精神的回归,从而促进幼儿的全面成长。
Embodied cognition theory emphasizes the participation and experience of"body"in games.Through the interpretation of kindergarten games,we believe that the embodied games play an important role in promoting the harmonious development of children's"flesh"and"spirit",the free development of personality,the good social development and the development of democratic teacher-student relationship.Based on this,preschool teachers should strengthen the kindergarten game autonomy,situational,experiential and cooperative.In order to realize the return of the spirit of play,so as to promote the overall growth of children.
作者
李倩
LI Qian(Guizhou Minzu University,Guiyang 550025,China)
出处
《齐齐哈尔师范高等专科学校学报》
2021年第3期13-15,共3页
Journal of Qiqihar Junior Teachers College
基金
2019年贵州省教育厅高校人文社科项目“贵州乡镇幼儿园民族民间文化教育研究”(2019ssd011)。
关键词
具身认知
幼儿园游戏
策略研究
embodied cognition
kindergarten games strategy research
