摘要
为提升幼儿教师家庭教育指导能力,从"学前儿童家庭教育"课程入手,通过分析传统"学前儿童家庭教育"课程的教学模式和学生学习"学前儿童家庭教育"知识的心理规律,探寻出"学前儿童家庭教育"教学效果不显著的原因是:知识的获得、输出和运用不能有效衔接。运用具身认知理论和身心合一的概念提出参与式教学、体验式教学和实践式教学的策略,以改善传统教学效果不佳的状况。
In order to improve the preschooler’s family education guidance ability of preschool teachers, starting from the preschooler’s family education course, through analyzing the teaching mode of traditional preschooler’s family education courses and the psychological rules of students’ learning "preschooler’s family education" knowledge, explore the reasons why the teaching effect of "preschooler’s family education" is not significant, which is mainly reflected in the fact that the acquisition, output and application of knowledge cannot be effectively connected. The concept of participatory teaching, experiential teaching and practical teaching is proposed by using the concept of embodied cognition to break through the traditional poor teaching effect.
作者
申涵子
SHEN Hanzi(Xi’an Peihua University,Xi’an 710125,China)
出处
《职业技术》
2020年第2期81-84,共4页
Vocational Technology
关键词
具身认知
幼师生
“学前儿童家庭教育”
课程教学
embodied cognition
preschool teacher
"preschooler’s family education"
course teaching
作者简介
申涵子(1994—),女。助教,硕士研究生。主要研究方向:学前儿童家庭教育。
