(1.华南师范大学 教育科学学院,广东 广州 510631;2.广东省教育研究院,广东 广州 510035) 摘 要:最近几十年来,以计算的,离身(disembodiment)的信息加工隐喻为核心的第一代认知科学转向强调身体的、具身的第二代认知科学。第二代(具身)认知科学关注身体与环境的交互作用,强调身体对心智或认知的塑形,关注感觉-运动过程(sensori-motor processes)及协调在高水平认知发展中的作用,强调身体、大脑和环境(文化)的耦合关系。第二代(具身)认知科学对我们理解幼儿运动教育具有重要的理论意义,同时也给幼儿运动教育实践带来了许多有益的启示。 |
YANG Ning1,ZHUANG Bi2
(1.School of Educational Science,South China Normal University,Guangzhou 510631,China;2.Guangdong Academy of Education,Guangzhou 510035,China) Abstract: In recent decades, first-generation cognitive science that bases its core on computed and disembodied in-formation processing metaphor has transformed into second-generation cognitive science that emphasizes the body and embodiment. Second-generation (embodied) cognitive science focuses on the interaction between the body and environments, emphasizes mind or cognition shaping by the body, concerns the roles played by sense - movement process and coordination in high level cognition development, and stresses the coupling relationship between the body, the brain and environments (culture). Second-generation (embodied) cognitive science has important theo-retical significance for us to understand baby movement education, and also brings many helpful inspirations to the practice of baby movement education. |
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