Research On The Influence Of Teaching Activities On The Change Of Students' Scientific Concepts From The Perspective Of Embodied Cognition

Since the 1980 s,"embodied cognition" developed by psychology has become an important research concept in cognitive science.This theory holds that: human perception of the world depends on the existence of the world,This is inseparable from the interaction of our bodies and the world.As the requirement of physical participation gradually penetrates into the requirements of the classroom,it brings more opportunities for teaching research from the perspective of embodied cognition.In this study,quasi-experimental methods were used to carry out biological teaching from the perspective of embodied cognition in two middle schools.The content selected the conceptual knowledge of blood circulation,combined with sensor technology to create a context for learning.The research is centered on the following two questions: 1.Can the teaching activities from the perspective of embodied cognition promote the change of students' scientific concepts? 2.How to realize the change of scientific concepts in teaching activities from the perspective of embodied cognition? After research and analysis,it was found that teaching from the perspective of embodied cognition can effectively promote students' conceptual change.When students have better behavioral participation in the classroom,cognition,emotion,and social participation all improve.When students are unfamiliar with the concept of knowledge,teachers need to create a suitable exploration environment for students,and promote the rules and procedures in students' proactive exploration activities.This study explores the influence of teaching activities on the concept change of students from the perspective of embodied cognition through empirical research,and provides a certain practical reference for the application of embodied cognition in education.