幼小衔接背景下小学入学适应课程的建设对一年级新生适应小学生活和持续发展具有重要意义。具身认知理论强调的具身性、情境性、生成性等特点,对小学入学适应课程建设具有独特价值。针对当前小学入学适应课程建设中存在的课程目标形式化、课程内容分离化、课程实施机械化、课程情境虚拟化和课程评价单一化等“离身”困境,借助具身认知理论提出树立整体性的课程目标、挖掘生成性的课程内容、打造动态的体验式课堂、创设引起身体共鸣的教学环境、实施多元整体的评价方式的建议,为优化小学入学适应课程提供理论与实践参考。
Abstract
The construction of the primary school enrollment adaptation curriculum under the background of the transition from kindergarten to primary school is of great significance for the adaptation of first-grade studentsto primary school and their lifelong development.The characteristics of embodiment, contextuality,and generativity emphasized by the theory of embodied cognition are of unique value for curriculum construction during the period of adjustment to primary school.In response to the current difficulties of ″disembodied″in the construction of the primary school enrollment adaptation curriculum,suchas the formalization of curriculum goals,the separation of curriculum content,the rigidity of curriculum implementation,the virtualization of the teaching environment,and the simplification of curriculum evaluation and so on.Based onthe theory of embodied cognition,this paper proposes to establish an ″integrated″ curriculum goal,explore generative curriculum content,build a dynamic experiential classroom,create a teaching environment that resonates with the body,and implement a diversified and integrated evaluation method,so as to provide both theoretical and practical references for optimizing elementary school adaptedcurriculum.
关键词
幼小衔接 /
小学 /
入学适应课程 /
具身认知理论
Key words
transition from kindergarten to primary school /
primary school /
enrollment adaptation curriculum /
embodied cognition theory
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基金
*广东省高等教育教学改革项目“‘强师计划’背景下粤东西北地区小学全科教师‘U·G·S’协同培养模式的探索与实践(编号:粤教高函〔2024〕9号);广东省教育评估协会一般课题“广东省幼儿园保教质量评估与监测模型研究”(编号:BAPG24016)。
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