) 江苏师范大学教育科学学院, 徐州 221116
收稿日期:2020-12-07发布日期:2021-07-22通讯作者:李广政E-mail:psyliz@sina.com基金资助:教育部人文社科青年基金项目(19YJC190010);江苏省研究生科研与实践创新计划项目(KYCX20_2106)Children’s gestures and the relationship with learning
WANG Hui, LI Guangzheng() School of Educational Science, Jiangsu Normal University, Xuzhou 221116, China
Received:2020-12-07Published:2021-07-22Contact:LI Guangzheng E-mail:psyliz@sina.com摘要/Abstract
摘要： 手势是在交流或认知过程中产生的、不直接作用于物体的手部运动, 具有具体性和抽象性。其分类主要从手势的来源、手势的内容、手势的意图及手势和言语的匹配性等角度进行划分。不同类型手势在出现时间及发展趋势上存在差异。手势在儿童词汇学习、言语表达、数学问题解决、空间学习及记忆等方面起促进作用, 但对言语理解的影响未得出一致结论。未来可关注不同类型手势与儿童认知发展的关系及对比不同来源手势在各学习领域的优势情况。
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