Research On Learning Activity Design Under The Perspective Of Embodied Cognition Theory

The instructional design centered on learning activity has become a new trend in the field of instructional design.It subverts the traditional classroom teaching design pattern,changing the focus of learning activity from teachers' teaching to students' learning.It adapts to the trend of teaching reform and classroom transformation,and becomes an important path to truly realize the role of students' subjectivity.However,influenced by behaviorism and traditional cognitive,teachers adhere to the idea of body and mind dualism,paying no attention to students' body for quite a long time,which leads to the ignorance of the important role of physical participation in learning activities.As a new cognitive science thought,embodied cognition has exerted great influence in many fields.This theory strongly emphasizes the importance of students' body in learning process.Therefore,this research aims to explore the learning activity design under the perspective of embodied cognition theory,so as to provide both theoretical and practical references for teachers.First of all,the researcher reads and summarizes a large amount of relevant literature,clarifies some relevant concepts,and grasps the main existing research status at home and abroad,especially the research of education with embodied cognition theory.Then,based on the activity theory and embodied cognition theory,the framework of embodied cognition-based learning activity design has been constructed.Under the guide of the framework and the design-based research method,two classes in grade one from F high school in Shanghai were selected as the research object.After discussion,teachers choose a part of the geography-“moon” as learning content,and design the embodied learning activities according to the framework.Before,during and after the implementation of lessons,relevant information was collected in different ways.Finally,the researcher analyzes all the materials with the usage of text analysis,video content analysis and interview.This process embodies the characteristics of “design-implementation-reflection-improvement-re-implementation-re-reflection”,in order to exploring the effects of embodied learning activities in promoting students' cognition.By the analysis of classroom videotaping,post-test results,and the interview contents of teachers and students,the research results are as follows.It shows that embodied learning activities have promoted students' deep learning.At the same time,the interaction between students and the environment was obviously deepened,and a good emotional experience was obtained.Then the following four main conclusions are drawn: Firstly,embodied learning activities have the positive effects on students' learning.Secondly,different levels of embodied learning activities have different effects on cognition.Thirdly,the metaphor,mapping,interpretation and promotion of long-term memory of knowledge are the internal mechanism of embodied learning activities.Finally,embodied learning activities stimulate students' learning motivation greatly.Based on the above research results and main conclusions,the research puts forward four recommendations for teachers on the design and implementation of embodied learning activities.First of all,teachers should improve their systematic cognition of the design of embodied learning activities by theoretical study.Secondly,teachers should improve their literacy in embodied learning activities through practical reflection.Thirdly,teachers should try their best to overcome the difficulties in the implementation of embodied learning activities.Last but not least,it is important for teachers to pay attention to the influence of their physical behaviors on students' learning.