具身认知理论视域下学前教育专业民族舞蹈课程的文化建构

摘要

高校学前教育专业民族舞蹈课程是校园美育传播的途径之一，但学生往往能够掌握舞蹈动作，却难以深入理解其背后的民族文化内涵，使得民族舞蹈的美育价值难以实现。本文以彝族舞蹈《阿依阿芝》为课例，基于具身认知理论去探讨学前民族舞蹈课程文化建构的实践路径。研究认为，民族舞蹈学习应以身体体验为基础，通过文化背景导入、舞蹈元素训练和作品实践引导学生在身体参与中理解民族文化。同时，课程教学应关注文化迁移，引导学生将民族舞蹈元素进行儿童化转化，使其成为适用于幼儿美育活动的教育资源。本文旨在为高校学前舞蹈课程改革提供实践参考，推动民族文化传承与学前美育教育的融合发展。

Abstract

Ethnic dance courses in preschool education programs serve as an important avenue for aesthetic education in higher education. However, although students are generally able to master dance movements, they often struggle to develop a deep understanding of the cultural meanings embedded in ethnic dances, thereby limiting the educational value of aesthetic and cultural learning. Taking the Yi ethnic dance Ayi Azhi as a teaching case, this study explores practical approaches to cultural construction in ethnic dance courses for preschool education majors from the perspective of embodied cognition theory. The findings suggest that the learning of ethnic dance should be grounded in embodied experience. Through cultural context introduction, ethnic dance element training, and repertoire practice, students are guided to construct cultural understanding through active bodily engagement. Furthermore, the curriculum should emphasize cultural transfer by encouraging students to adapt ethnic dance elements into child-oriented teaching resources that are suitable for early childhood aesthetic education. This study aims to provide practical implications for the reform of dance curricula in preschool education programs and to promote the integration of ethnic cultural heritage with early childhood aesthetic education.

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