Research On Informational Instruction Mode In The Perspective Of Embodied Cognition

Gradually, cognitive study has begun to pay attention to the problem, how can the people in real life acknowledge the world, since mid to late 1970 s. The impact of cognitive science on education is self-evident, it greatly promotes the development of education, learning theory and teaching design theory. Developed the second generation cognitive science in the 1980 s, and now with the first generation turn to the second generation cognitive science, effects of embodied cognition is bigger and bigger, its significance to the reality of education gradually appear.In this study, embodied cognition and the informational instruction mode is the main line. It mainly revolves around in four aspects:First of all, through literature analysis about embodied cognition teaching, issued by mining and cognitive theory of education teaching value as the theoretical basis of the study.Secondly, this study use literature analysis to dig into the informational feature of English teaching. Stand in the perspective of educational technology, the technology is a good auxiliary teaching permeate teaching.Then, use case analysis method to dig into the principle of embodied teaching design and the concrete embodiment of cognitive theory in the teaching through based on embodied cognition subject teaching.Finally, On the basis of the above three research content to produce suitable instruction mode for teaching contents. It is informational instruction mode based on Embodied cognition. This study set English teaching of the primary school as an example, then analysis class observation, student’s work, teachers interview and students interview, which prove informational instruction mode based on Embodied cognition can improve the students’ learning interest and learning results.