| 胡曼.学前儿童绘本教育：从视觉阅读到具身认知—— 基于现象图析学的分析[J].陕西学前师范学院学报,2023,39(3):61-68 |
| 学前儿童绘本教育：从视觉阅读到具身认知—— 基于现象图析学的分析 |
| Picture Book Education for Preschool Children: from Visual Reading to Embodied Cognition—Based on the Analysis of Phenomenography |
| 投稿时间：2022-10-17 修订日期：2022-12-10 |
| DOI：10. 11995/j. issn. 2095-770X. 2023. 03. 008 |
| 中文关键词: 学前儿童绘本教育 视觉阅读 具身认知 |
| 英文关键词: preschool children’s picture book education visual reading embodied cognition |
| 基金项目:湖南省社会科学成果评审委员会课题（XSP22YBC419） |
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| 中文摘要: |
| 当代具身认知理论为学前儿童绘本教育拓宽了研究视野。基于现象图析学视角，以Y园实验班与对照班共44名幼儿为研究对象，分别进行每周2次为期2个多月共22次的教育干预实验，旨在探索学前儿童绘本教育从视觉阅读转向具身认知的发展规律。研究发现：对学前儿童开展具身认知绘本阅读教育干预，实验班发展水平明显好于对照班，具身认知绘本教育活动对幼儿的认知能力发展具有重要影响。 |
| 英文摘要: |
| Contemporary theory of embodied cognition has opened up a new research field for preschool children’s picture book education. Based on the analysis of phenomenography, this research studies the develpment principles of preschool children’s picture book education from visual reading to embodied cognition. With 44 children in the Y Park experimental class and the controlled class as the research objects, the study conducted 22 times education intervention experiments two times a week for more than two months in total, respectively. It is found that after the intervention of preschool children’s picture book education, the picture book education activities have an impact on children’s cognitive ability. There is a significant difference between the experimental class and the controlled class. |
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