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Preschool Children's Foreign Language Vocabulary Learning by Embodying Words Through Physical Activity and Gesturing

机译:通过体育锻炼和打手势使词语具体化的学龄前儿童外语词汇学习

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Research has demonstrated that physical activity involving gross motor activities can lead to better cognitive functioning and higher academic achievement scores. In addition, research within the theoretical framework of embodied cognition has shown that embodying knowledge through the use of more subtle motor activities, such as task-relevant gestures, has a positive effect on learning. In this study, we investigated whether combining both physical activities and gestures could improve learning even more in a 4-week intervention program on foreign language vocabulary learning in preschool children. The main hypothesis that learning by embodying words through task-relevant enactment gestures and physical activities would be perceived as the preferred teaching method and lead to higher learning outcomes than learning by embodying words through task-relevant enactment gestures only, and learning without physical activities or gestures was confirmed by the results. The results of this study hold great promise for instructional methods combining physical activities and gestures as enhancers of children's learning.
机译:研究表明,涉及大运动量的体育锻炼可以导致更好的认知功能和更高的学业成绩。此外,在体现认知的理论框架内的研究表明,通过使用更精细的运动活动(例如与任务相关的手势)来体现知识对学习具有积极作用。在这项研究中,我们调查了在为期4周的学龄前儿童外语词汇学习干预计划中,结合运动和手势是否可以进一步改善学习效果。主要假设是,通过仅通过与任务相关的角色手势和身体活动来体现单词来学习将被视为首选的教学方法,并且比通过仅通过与任务相关的角色手势来体现单词而没有进行身体活动或进行学习的学习方式产生更高的学习成果。结果证实了手势。这项研究的结果对于结合体育活动和手势作为儿童学习促进剂的教学方法具有广阔的前景。

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