A Study Of Preschool Teachers' Teaching Behavior From The Perspective Of Embodied Cognition

For a long time,the body and cognition in education research have mostly been regarded as the existence of duality,and the body is only a tool and carrier of cognition.Contemporary embodied cognition theory emphasizes that body is an important source of cognition and profoundly affects cognitive processes and results,and embodied theory is being supported by more and more empirical research institutes.It's becoming a topic of much concern to re-exam the teaching behaviors of preschool teachers using embodied cognitive theory,to clarify teachers' awareness and regulation of physical participation in teaching,and to further enhance the educational influence of devoting whole-hearted activities in the educational context,In this research,from the perspective of embodied cognition theory,the specific observation,analysis and discussion of teacher's teaching behavior are carried out from the current lack of "body" in early childhood education.The main content of the research is: according to the theory of embodied cognition,construct the prescriptive rules for the teaching behavior of kindergarten teachers,and understand the actual situation through investigation.The study used observation method,interview method and work analysis method.The thesis is divided into four parts: The first part is the theoretical exploration of kindergarten teachers' personal teaching behavior.Combining with the reality of kindergarten education,the article focuses on the analysis of the four main characteristics of embodied teaching behavior: Involvement,Education,Organicity and Integrity,and summarizes its four core elements: Scene construction,Multi-sensory teaching,Physical attention and Physical mobility.The second part is to explore the current status of preschool teachers' embodied teaching behavior from the perspective of embodied theory.Combined with the actual video lessons and teaching cases collectedin this study,it reveals the overall characteristics of physical awareness and participation in the teaching behaviors of kindergarten teachers,such as: rich scene construction but single environment;emphasis on audiovisual but lack of sense of touch;focusing on restrictions but rarely released;focusing on teachers but ignoring children.The third part is to discuss the main influencing factors of embodied teaching behaviors.Through the analysis of interviews and lesson plans,it is found that teachers' teaching concepts and instructional design have an important influence on their embodied teaching behaviors.The last part of the thesis puts forward specific suggestions for improving the teaching behaviors of kindergarten teachers : increasing attention to "body";mobilizing children's physical participation;creating a richer and more open teaching environment;adding “body” to instructional design and improving the consistency between instructional concepts,instructional design,and instructional behavior.