摘要

数字媒介深度嵌入儿童日常生活，使绘本阅读由静态图文阅读逐渐转向融合声音、动画、触控、游戏与智能生成的多模态交互阅读。数字绘本在拓展儿童阅读体验的同时，也暴露出交互与叙事脱节、感官刺激过载、身体经验弱化以及真实社会交往被数字互动替代等问题。如何使数字技术真正转化为支持儿童情感发展和社会性成长的教育力量，成为儿童数字阅读研究需要回应的重要问题。本文以具身认知理论为统摄视角，以数字绘本为媒介载体，以儿童社会情感学习为发展目标，在梳理具身认知、社会情感学习和数字绘本相关研究的基础上，构建数字绘本促进儿童社会情感学习的“感知—行为—生成”三层作用机制。

Abstract

As digital media become increasingly embedded in children’s everyday lives, digital picture books are transforming reading from static text-and-image engagement into multimodal experiences involving sound, animation, touch, games, and AI-generated content. Although these features can enrich children’s reading experiences, they may also lead to sensory overload, weakened embodied engagement, and the displacement of real social interaction. Drawing on embodied cognition, this study examines digital picture books as a medium for promoting children’s social-emotional learning. Based on a synthesis of research on embodied cognition, social-emotional learning, and digital reading, it proposes a three-layer mechanism of “perception–behavior–generation” to explain how digital picture books may support emotional understanding, social interaction, reflective meaning-making, and the internalization of social-emotional experiences.

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