具身認(rèn)知視域下幼兒美術(shù)教學(xué)改革探究

Exploring the Reform of Early Childhood Art Education from the Perspective of Embodied Cognition

Kou Linghui Wang Linyu Chen Binglong （ Fujian Preschool Normal College，F(xiàn)uzhou 350007）

Abstract：Embodiedcognitiontheoryemphasizes thecentral roleof thebody incognitiveactivities，advocating forimmersive，multi-sensory teaching experiences，mind-bodyintegrationinteaching，andaction-orientedpedagogy.Inearly childhoodarteducation，thistheoryleadsthetransformationofteaching concepts fromstaticobservationtodynamic experience，fromskilltransmissiontoemotionalexpressonandfromsingularassessmenttodiverseevaluation.Therefompathincludes enhancing physical participation todeepen knowledge learning，creating suitableenvironments to promote leaming， facilitating multi-dimensionalinteractionstodeepencognitiveexperience，andcultivatingcomprehensiveliteracyandalifelong leaning awareness.Theresearchaimstopromoteinnovationinearlychildhoodarteducationandfoster theholistic development of children.

Key words： Embodied Cognition； Early Childhood Art Education； Teaching Reform

在當(dāng)今教育改革的浪潮中，學(xué)前美術(shù)教育作為幼兒藝術(shù)啟蒙與創(chuàng)造力培養(yǎng)的重要領(lǐng)域，正面臨著前所未有的挑戰(zhàn)與機(jī)遇。（剩余5667字）