Teaching Strategies Of Material Science In Primary Science Based On Embodied Cognition Theory

The development of the era has made the concept of education reform deeply rooted in people's minds.People have paid more attention to education and put forward many new requirements for cultivating students' comprehensive quality.In order to cultivate students' scientific literacy,increase their interest in learning science,and enhance their ability to adapt to society,the Ministry of Education revised the "Curriculum Standards for Compulsory Education Primary School Science" in September 2017(hereinafter referred to as the "Course Standard").The "Course Standard" clearly states that through the study of material science,students are able to form the scientific world view that "the world is material and the matters are moving." They can also be able to understand and apply the internal objective laws of matter to explain simple physical phenomena in life,enlighten student's scientific thinking.In order to meet the requirements of the "Course Standard",educators continuously seek and adjust advanced educational theories to guide teaching.The theory of embodied cognition is the current advanced theory of psychology,which is deeply favored by psychologists,educators and others.The theory of embodied cognition put forward that the body and mind cannot be separated.And the body plays an important role in the generation of human cognition.The physical experience is formed through the interaction between the body and the environment,and the physical experience affects people's cognitive activities such as social perception and language understanding.Considering that primary school students are lively and active,and their physiological and psychological characteristics of understanding the world through the physical experience,the author believes that there is ample reason to apply embodied cognition theory to the teaching of material science.This article covers six chapters: The first chapter mainly introduces the background,the significance,the purpose,the definition of core concepts,the status and the methods.The second chapter provides theoretical support for the theory of embodied cognition.The third chapter is a questionnaire survey of students and teachers.Through the analysis of the questionnaire,we can know the current teaching methods used by primary school,and the application of the theory used in science,then analyze the current problems in the teaching of material science.The fourth chapter combs out the physical knowledge points in science of primary school and proposes corresponding teaching strategies.The fifth chapter combs out the physical knowledge points which are suitable for the use of embodied cognition theory and designs the teaching cases of material science in primary school under the theory of embodied cognition.The sixth chapter is the summary and reflection of the research.