Research On The Instructional Design In The Perspective Of Embodied Cognition

Since the late1970s, cognitive research gradually began to focus on thecognition in the real word.In recent years, with the process of Psychology, cognitivescience,body is considered to be a major factor in the cognitive.Body movements,perception and experience play an important role in learning.Currently, there are still phenomenon of physical absence in elementary schooland high school. For example, Although the teachers in the classroom often usegestures, facial expressions and other gestures action, but these actions have greaterrandomness and empirical. For physical action, there is no scientific and rationaldesign. Classroom activities do not concerned about the important role of the student’s perception, action, experience to learning.Therefore, in order to make teachers consciously emphasize physical elementsand provide some theoretical guidance for classroom teaching. It’s necessary toconsider in the new theoretical perspective that how to design effective participationwith teachers and students’ body and re-integrate embodied elements into theclassroom.In this research, on the basis of embodied cognitive theory and classroominstructional design, the main line of research focused on the following three aspects:Firstly, through extensive literature research, especially the sort of foreignliterature, described the background of the research, summarized the results ofdomestic and foreign research on embodied cognition and the research status ofembodied instructional design. Then find the research target from the existingresearch results, that is according to the theory of embodied cognition, combined withthe foreign embodied learning cases, try to research integrate embodied elementsinstructional design which is suitable for our local teaching conditions.Secondly, from the perspective of technology, this research explored embodiedcognition-based instructional design and technology supported embodied interactivelearning. In the perspective of embodied cognition, researcher proposed new ideas ofdesigning learning environments and activities. That is through students’ bodymovements, perception and physical experiences arouse students’ personalexperience, inner sense of identity, enhance students’ learning experience, excitestudents’ thinking activities, then enactive and acquire knowledge. This study attempts to construct an instructional design framework which is integrated embodiedelements. This framework can be used to both the design of classroom teaching andanalyze the situations of embodied teaching in classroom.Finally, the research concluded four principles of the embodiment ofinstructional design:1.Students’ body movements need directly, personally involvedin learning activities.2.Encourage students to use body movement to show orperformance their brain thinking.3.Visibility, make students’ thinking and processingvisible.4.Interactive learning activities need should combine physical body and mind.Based on the above principles and design framework, researcher designed two reallessons, then implemented in a school, In this process, researcher completed theclassroom video analysis and interviews with teachers and students.All in all, both cognitive science research and current teaching reality demandsrequire to re-integrate body element into the classroom. Either teachers or students,should design and use body movements, perception and experiences to promotelearning.