An Experimental Study On The Use Of Embodied Game To Improve Children’s Counting Ability

As embodied cognition in the field of education and improve and apply,scholars began to pay attention to the body for the important role in the development of human cognition,in learning and life,physical learning experience for all kinds of knowledge are plays a subtle role,psychological to transmit the feeling of the body to the brain after affects people’s action and cognitive level,embodied cognition theory is more close to human instinct.In recent years,research on embodied cognition has been applied in the field of education.Applying embodied cognition to classroom practice is of great benefit to teachers to impart knowledge and students to acquire experience.Game is the most important activity in early childhood,children in the game can not only meet their needs and wishes,but also in the game to explore the world,learn new knowledge.In addition,games have important value for children’s development,such as promoting children’s physical,intellectual,emotional,social and other development.Given embodied cognition and the game has many similarities,and emphasize the participation and learning experience of the body,so this study will provide embodied cognition combined with game,design conforms to the experience and age characteristics of children and games,and development of children’s ability to count the experimental intervention,expected to use embodied games effectively promoted the development of the children’s ability to count.This study randomly selected two middle classes of kindergarten children as the research object,an experimental classes,one is that in comparative classes.First by a scale know the participants class to today’s levels of children’s ability to count,after using design and embodied game for ten weeks experimental intervention in the experimental class.After the intervention,the scale was used again to test the counting ability of the children,in order to understand and embodied game intervention effect.The experimental results showed that:1.The results of the post-test showed that both the experimental class and the control class had improved their counting ability to varying degrees,which was significantly different from the results of the pre-test.It shows that the teaching activities in the comparative class and the embodied games in the experimental class are helpful to the improvement of children’s counting ability.2.The post-test results of the experimental class were all higher than those of the control class,and there was a significant difference between the two classes in the difference test of the pre-test and post-test.This indicates that the intervention effect of using embodied games to improve children’s counting ability is significant,and the improvement effect is better than teaching activities.Based on the experimental results and analysis and discussion,the following suggestions are put forward in this study: Pay attention to the role of the embodiment in the development of children’s counting ability;Increasing the proportion of activities in which children’s counting ability is promoted by games;Design games based on children;Pay attention to the accumulation of children’s counting experience.