具身认知视野下歌唱联合律动介入大班幼儿古典诗歌教学的行动研究

An Action Research on the Application of Singing Combined with Rhythm Method in Classical Poetry Teaching for Senior Class Preschoolers from the Perspective of Embodied Cognition

摘要: 古典诗歌是我国传统优秀文化的精华，古典诗歌的学习有助于幼儿文化认同感和归属感的形成。基于具身认知的理论视野，本研究采用歌唱联合律动法对大班幼儿展开三轮古典诗歌的教学行动研究，结果显示：幼儿具备学习古典诗歌的基本接受能力，歌唱联合律动是非常有效的教学方法，教师的组织和家长的参与在幼儿古典诗歌学习中起着不可或缺的支持作用。在实际教学中，宜考虑曲调、节奏与诗歌本身蕴藏的情感相匹配，结合诗人故事讲述、诗歌图谱和动静态场景图等多元方法促进幼儿理解诗歌，帮助幼儿建构相关先备经验，体验诗歌中的情绪情感，进入诗歌学习的准备状态，同时，将古典诗歌表演的舞台归还给幼儿。

Abstract: Classical poetry is the essence of traditional Chinese culture. Learning classical poetry helps children develop a sense of cultural identity and belonging. Based on the theoretical perspective of embodied cognition, the present study conducted three rounds of action research on the singing combined with rhythm teaching of classical poetry for preschool children in senior class. The results showed as follows: children have the basic acceptance ability to learn classical poetry, and singing combined with rhythm is a very effective teaching method. The organization of teachers and the participation of parents play an indispensable supporting role in children’s classical poetry learning. In practical teaching, teachers should match the melody, rhythm, and emotions inherent in the poetry itself. It is necessary to use multiple methods to help children understand classical poetry, construct relevant preparatory experiences, experience the emotions and emotions in poetry, and enter a state of preparation for poetry learning. At the same time, the stage for classical poetry performance should be returned to children.