Research On The Implementation Of Labor Education Curriculum In Primary And Secondary Schools Pointing To The Embodied Cognition

Labour education is the basic requirement for comprehensively implementing the party's educational policy,and is an important part of implementing quality education.It not only bears responsibility for the national education goal,but also expresses its commitment to promote students' future development.As an important carrier carrying the responsibility of labor education,the labor education curriculum not only faces the predicament of lack of status and weak implementation in schools,but also the hidden dangers caused by the absence of the students,which destabilize the students' spiritual quality and weaken the students' labor ability.At present,to build a comprehensive and systematic modern education system,that is,a comprehensive development of the education system,we must fill in the shortcomings of labor education,and pay attention to the development of the labor education curriculum in the new era.Therefore,this study focuses on the labor education curriculum in elementary and secondary schools,and takes the embodied cognition theory with the natural context of the labor education curriculum as the research perspective,adopts the literature method,the interview method and the case method,aiming to find out the meaning,realistic situation and development direction of the labor education curriculum in the new period.That is to describe its embodied form,examine its dilemma,and explore its practical path to the embody.The embodied cognition theory has already shown that the ideal picture of the labor education curriculum is embodied.The embodied value of the labor education curriculum in elementary and secondary schools is reflected in the physical presence in the teaching activities,the integration of physical experience,the interaction between the body and the environment,and the full development of the body and mind.From a embodied perspective,the curriculum goals of the labor education curriculum inprimary and middle schools advocate symbiosis of body and mind and shape labor values.The content of the curriculum needs to be based on direct labor experience.The implementation of the curriculum must be in the context,emphasizing the labor experience expression process.The evaluation of the curriculum should focus on labor performance.However,in contrast to the real school field,the labor education curriculum in primary and middle schools seems to have fallen into such a predicament.First,the instrumental rationality dominates labor goals,and the utilitarian results of labor overwhelm the growth of students.Secondly,the content of labor is superficial,emphasizing the direct experience of labor and neglecting the integration of direct experience and indirect experience.Third,the process of labor practice is restricted by institutionalized teaching time and closed teaching space.Finally,curriculum evaluation is better than quality,and it is often evaluated for evaluation.All aspects of the labor education curriculum in elementary and secondary schools are being martyred.This is the result of a combination of internal and external factors.In terms of internal factors,the lack of labor education curriculum resources has restricted the in-depth development of curriculum content,and the lack of evaluation mechanisms has hindered the effective conduct of self-evaluation.As far as external factors are concerned,the deviation of cultural concepts has eliminated the educational value of labor education courses,and the weakness of teachers has restricted the possibility of its diverse development.In view of this,the labor education curriculum from the disembody to the embody must be based on five aspects : conceptual change,curriculum integration,environmental creatio,teacher learning and evaluation mechanism construction.Firstly,It is necessary to establish a holistic view of labor education that integrates mind and body.It is necessary to introduce policy documents to promote the implementation of labor education courses at the system level,to create a social atmosphere that advocates labor and loves labor at the cultural level,and to penetrate the concept of labor education into teaching activities at the teaching level.Secondly,it need to integrate labor education courses based on the internal structure of knowledge and experience activities.In the sense of the internal structure of knowledge,it is necessary to achieve content integration at three levels: symbolic representation,logical form,and meaning.In the sense of empirical activities,it is necessary to integrate the content of different labor fields in labor education in the form of topics;integrate with a subject curriculum in the form of project;and integrate with the discipline fields in the form ofthemeThe third is environmental creation.It is necessary to promote the interaction between the physical environment and the cultural environment,as well as,the symbiosis between the physical environment and the virtual environment to create a labor education environment in which the body is present.Fourth,it is necessary to form a labor education and learning community centered on the head teacher.This should establish a common vision to promote the development of students' physical and mental integrity,establish a flexible symbiotic learning community relationship,and build a multi-channel cooperation platform for teachers.The fifth is the construction of the evaluation mechanism.It is necessary to implement performance evaluation,take into account self-evaluation and others' evaluation,and emphasize the promotion of reforms,and pay equal attention to both the process and the results,so as to improve the evaluation system of the embodied labor education.All in all,the orientation of the labor education curriculum in primary and secondary schools is the proper meaning of the labor education curriculum itself,and it is also the inevitable choice to realize the integration of the five educations.Based on the embodied cognition theory,this study depicts the physical form of the labor education curriculum in primary and secondary schools and reveals its current dilemma.Furthermore,it explores the practical path from the disembody to the embody.It is expected to promote the new vitality of the labor education curriculum in the new era,and ultimately promote the realization of the physical and mental development of students.