| 具身认知视野下的学前教育实习:困境与转向 |
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| 引用本文： | 刘淑颖,茹荣芳.具身认知视野下的学前教育实习:困境与转向[J].宁波大学学报(教育科学版),2020,0(1):107-112. |
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| 作者姓名： | 刘淑颖 茹荣芳 |
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| 作者单位： | (石家庄学院 教师教育学院, 河北 石家庄 050035) |
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| 基金项目： | 河北省2018-2019年度高等教育教学改革研究与实践项目“地方高校学前教育应用型人才协同培养创新研究”(2018GJJG50);河北省2018年高等学校人文社会科学研究项目“河北省学前教育专业中高职衔接人才培养模式研究”(GH182020) |
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| 摘 要： | 当下学前教育实习较为关注学生专业知识和技能的养成，传统的教育实习在实习角色、实习内容、实习指导和实习成效等方面均面临一些现实困境。具身认知理论的发展为学前教育实习提供了新的转向思路。构建具身化的实习环境，促进实习角色定位转向；增加情境性实习任务，避免无目的做事；引导共同体学习，显现实习的多元互动性；关注行动性实习活动，以行动促进教育智慧与能力的获得。
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| 关 键 词： | 具身认知 学前专业 教育实习 |
Preschool Educational Practice from the Perspective of Embodied Cognition:Dilemma and Shifts |
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| LIU Shu-ying,RU Rong-fang.Preschool Educational Practice from the Perspective of Embodied Cognition:Dilemma and Shifts[J].Journal of Ningbo University(Educational Science Edition),2020,0(1):107-112. |
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| Authors: | LIU Shu-ying RU Rong-fang |
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| Institution: | ( Dept. of Teachers Education, Shijiazhuang University, Shijiazhuang 050035, China ) |
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| Abstract: | Preschool educational practice pays more attention to the cultivation of students’ professional knowledge and skills while traditional educational practice is facing some difficulties in the aspects of roles, contents, guidance and efficacy of practice. This paper aims to explore a shifting approach from the perspective of the embodied cognitive theory to construct an embodied environment to promote the orientation of practitioners roles, increase situational tasks to avoid aimless work, guide community learning to show the interactivity of practice, and attach importance to action practice to enhance the acquisition of educational wisdom and ability. |
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| Keywords: | embodied cognition preschool major teaching practice |
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