我動故我思：體現認知在幼兒詞彙教學的應用

I Move Therefore I Am: The Applications of Embodied Cognition in Vocabulary Teaching

本文旨在根據體現認知理論探討感覺動作經驗在幼兒園課程與教學之應用。體現認知理論不僅是認知科學關注的焦點，近年更已擴展至教學應用，其強調感覺動作經驗對學習者建構知識概念具關鍵性影響，為關注認知歷程的教學指出了實用且易具體操作的應用方向。本文首先進行體現認知的重要文獻回顧，並根據體現認知理論提出應用在幼兒詞彙教學的原則與具體策略，期能使現場教師對於體現認知在教學上的應用有更深刻的認識與理解，並能根據教學目標將感覺動作經驗與幼兒詞彙學習的歷程緊密結合，進而提升幼兒詞彙教學的品質與成效。

The aim of the present study is to explore the application of sensorimotor experience in preschool curriculum design and teaching strategy from the perspective of embodied cognition. Theories of embodied cognition have become increasingly influential with empirical studies of cognitive science, and have been widely extended to teaching applications in recent years. Embodied cognition emphasizes the sensorimotor experience are crucial to gaining knowledge and developing cognitive capabilities by bodily and actions with the environment. The present study reviews the literature of cognition embodied, and focus on vocabulary teaching in particular. Following this review, this study provides principles and specific teaching strategies for vocabulary teaching in preschool.