具身认知视角下融合自然教育的少儿法语教学研究

王 璞
长沙理工大学

摘要


在“一带一路”倡议与复合型多语种人才需求日益增长的背景下，少儿法语教学的重要性逐渐提升。本研究基于具身认知理论，探索将自然教育融入少儿法语教学的实践路径与方法。通过设计真实、多感官的教学情境，借助植物观察、手工制作、绘本阅读与音乐律动等活动，激发少儿的语言学习兴趣与内在动机，增强其法语习得的沉浸感与记忆效果。研究聚焦于开发一种融合体验、操作与表达的教学模式，以促进少儿在真实语境中自然、愉悦地掌握法语语言能力。

关键词


具身认知；自然教育；多感官学习；少儿法语教学

全文:

PDF


参考


[1]Havy, M., & Zesiger, P. E. (2020). Bridging Ears and Eyes when Learning Spoken Words: on the Effects of Bilingual Experience at 30 Months. Developmental Science, 1(24)

[2]Mariappan, L. (2025). Examining the Influence of Outdoor Experiential Learning on ESL Vocabulary Retention. Cogent Education, 1(12)

[3]Masek, L. R., McMillan, B. T. M., Paterson, S. J., Tamis-LeMonda, C. S., Golinkoff, R. M., & Hirsh-Pasek, K. (2021). Where Language Meets Attention: How Contingent Interactions Promote Learning. Developmental Review(60)

[4]Schmidt, M., Benzing, V., Wallman-Jones, A., Mavilidi, M., Lubans, D. R., & Paas, F. (2019). Embodied Learning in the Classroom: Effects on Primary School Children’s Attention and Foreign Language Vocabulary Learning. Psychology of Sport and Exercise(43), 45-54.

[5]Schroer, S. E., & Yu, C. (2023). Looking is Not Enough: Multimodal Attention Supports the Real-Time Learning of New Words. Developmental Science, 2(26)


Refbacks

  • 当前没有refback。