Research On Embodied Teaching In Elementary Schools

Since the 1980s,the second generation of cognitive science,represented by embodied cognition,has attracted wide attention from the academic community.Embodied cognition emphasizes that physical action is the basis of cognition and learners promote the formation of cognition through the interaction between the body and the surrounding environment.Their focus is on the interaction of body feeling,body experience and situation.This cognitive view of attaching importance to the role of the body has important guiding significance for education and teaching.Reflections on the current primary school teaching show that it is a linear knowledge imparting mainly due to audio-visual,and students lack multichannel physical experience.Therefore,it is worth exploring and researching how to improve students' physical experience under the guidance of embodied cognition in order to promote the learning effect.In view of this,this study adopts the methods of literature research,experiment and investigation,and based on the perspective of embodied cognitive theory,carries out a concrete pattern analysis of primary school embodied teaching,combs out the basic framework of primary school embodied teaching,and takes the "triangle area" of fifth grade mathematics as an example,presents a complete process of design,implementation and evaluation of embodied teaching,with a view to provide a theoretical and practical reference for teacher in embodied teaching.This paper is based on the idea of "literature collection and combing-theoretical research-case design-application practice-effect evaluation".The full text consists of six chapters.The details are as follows:The first chapter is the introduction.This part mainly includes the research background,research purpose and significance,research ideas and methods,and elaborates the organizational structure of this paper.Chapter two is the theoretical basis and the research status at home and abroad.This part mainly defines the core concepts,elaborates the theoretical basis of the study,and combs the relevant research literature,laying a theoretical foundation for the follow-up embodied teaching research.Chapter three carries on the pattern analysis to the primary school embodied teaching,probes into the primary school classroom teaching embodied and the basic characteristics of the primary school embodied teaching,and on this basis,combs out the basic framework of the primary school embodied teaching,and provides guidance for the following specific case study.Chapter four carries out concrete concrete concrete teaching design for the fifth grade mathematics "triangle area".Firstly,it carries out front-end analysis,and analyses learners' characteristics,teaching content and teaching objectives.Then the concrete design of embodied teaching is carried out,including the design of embodied teaching content,the design of embodied learning environment,the design of embodied teaching process and the design of embodied learning evaluation.The fifth chapter carries out the teaching experiment of "triangle area" and evaluates the implementation effect of the course in the form of classroom observation,knowledge test,questionnaire survey and interview.The research finds that the teaching of "triangle area" helps students to master knowledge,promote the development of students' thinking and cognition,and enhance students' positive emotional experience.Chapter six is the summary and suggestions.Through the implementation of embodied teaching cases,it is found that embodied teaching in primary schools can promote students' knowledge acquisition,stimulate students' interest in learning,and different levels of embodied learning activities have different effects on cognition.Based on the results of the study,this paper puts forward some suggestions for teachers to carry out primary school embodied teaching,which are as follows:firstly,to renew their concepts and enhance their awareness of promoting students' earning through their own physical behavior;secondly,to deepen their understanding and enhance the theoretical literacy of primary school embodied teaching;thirdly,to reflect on actions and enrich the practical experience of primary school embodied teaching.At the end of the paper,the shortcomings of this paper are summarized,and the future research is prospected.