具身认知视角下村镇幼儿园美育主题活动的困境与出路

The Dilemma and Solution of Aesthetic Education Theme Activities in Rural Kindergartens from the Perspective of Embodied Cognition

摘要: 幼儿园美育主题活动是幼儿感知美、欣赏美和创造美的重要途径，也是推动村镇幼儿园美育发展的重要实践形式，蕴含着独特的教育价值与文化意义。然而，在当前村镇幼儿园美育实践中，存在多感官体验不足、环境创设同质化以及本土文化情感融入不够等问题，在一定程度上影响了幼儿审美体验的获得与感知。基于具身认知理论，在强调身体参与、情境互动与经验生成的基础上，通过丰富多感官参与、创设真实情境以及融入本土文化叙事等方式，可有效促进幼儿在美育主题活动中的具身体验，提升幼儿的审美体验与乡土文化理解，推动村镇学前教育实践的发展。

Abstract: Aesthetic education theme activities in kindergartens are important ways for children to perceive, appreciate and create beauty, and also an important practical form to promote the development of aesthetic education in rural kindergartens, which contain unique educational value and cultural significance. However, in the current aesthetic education practice in rural kindergartens, there are problems such as insufficient multi-sensory experience, homogenization of environmental creation, and insufficient integration of local cultural emotions, which to some extent affect children’s acquisition and perception of aesthetic experience. Based on the theory of embodied cognition, by emphasizing body participation, situational interaction and experience generation, and through enriching multi-sensory participation, creating real situations and integrating local cultural narratives, it can effectively promote children’s embodied experience in aesthetic education theme activities, enhance children’s aesthetic experience and understanding of local culture, and promote the development of rural preschool education practice.