| 瞿巧玲,冯海英,彭海燕.具身认知理论下的幼儿德育工作[J].陕西学前师范学院学报,2018,34(4):54-57 |
| 具身认知理论下的幼儿德育工作 |
| Children’s Moral Education Based on the Perspective of Embodied Cognition |
| 投稿时间：2017-12-04 修订日期：2018-01-29 |
| DOI：10.11995/j.issn.2095-770X.2018.04.011 |
| 中文关键词: 具身认知理论 幼儿 德育工作 |
| 英文关键词: embodied cognitive theory children moral education work |
| 基金项目:四川省教育厅人文社会科学研究重点项目（14sa0061） |
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| 中文摘要: |
| 传统幼儿德育认知是“离身”的，表现为忽视身体的重要性。基于具身认知理论重建幼儿德育理论使幼儿德育认知具有具身性，幼儿德育知识具有情境性，幼儿德育行为具有生成性。由家长、教师、幼儿园与社区构成的合作性支持系统通过个性化问题的制定与指导，跨园协作与全方位合力设计学习空间等路径使幼儿德育工作优化并高效。 |
| 英文摘要: |
| Traditional children 's moral education is “disembodied”, which manifested as neglecting the importance of the body. Reconstruct the theory of children’s moral education and make the cognition of early childhood moral education possessive, the knowledge of children's moral education is situational, and the moral behavior of young children is productive, which based on embodied cognitive theory. Cooperative system composed of parents, teachers, kindergartens and community. It suggests using the development and guidance of individual issues, cross-kindergartens collaboration and all-round design of thoughtful learning space and so on to provide efficient and appropriate moral education for young children. |
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