具身认知视域下幼儿美术教学改革探究

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

Kou Linghui Wang Linyu Chen Binglong （ Fujian Preschool Normal College，Fuzhou 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

在当今教育改革的浪潮中，学前美术教育作为幼儿艺术启蒙与创造力培养的重要领域，正面临着前所未有的挑战与机遇。（剩余5667字）