Research On Picture Book Art Education From The Perspective Of Embodied Cognition

Picture books are an art form containing rich visual images.Art teaching based on picture books is conducive to students' cultivation of creative thinking,aesthetic perception,image reading,cultural understanding and other qualities.However,the current picture book art classroom has such problems as single teaching form and serious homogenization of teaching content,which reflects that the current picture book art education concept lags behind the development of The Times and is not enough to promote the growth of students.Embodied cognition theory claims that human cognition comes from the interaction between physical senses and learning environment,which is connected with the situational nature of picture book reading and the practicality of art creation.It has a unique inspiration and guiding value for the innovation of picture book art education.Therefore,picture book art education should adhere to a "student-centered embodied learning concept".This paper aims to transfer embodied learning concept to the theoretical research and teaching practice of picture book art education through the analysis of the concept and characteristics of embodied cognition.The research aims to materialize the teaching behavior and learning behavior in the process of picture book art education,guide students to conduct appreciation and creation activities of picture books based on physical senses,so that they can get the learning experience of physical and mental unity,and further improve their comprehensive literacy.This paper divides the main content into five parts for discussion and research:In the first chapter,according to the development status of picture book art education and related literature review,the corresponding problem of picture book art education is put forward--the neglect of students' physical instincts and intuition,which makes the connotation of picture book art hidden by traditional teaching methods.On this basis,the author proposes a research topic: explore the relationship between embodied cognition and picture book art education,and integrate the essence of embodied cognition into the process of picture book art teaching.The second chapter,through the context analysis and concept interpretation of embodied cognition theory,analyzes the inspiration of learning view under embodied cognition theory to picture book art education.At the same time,by combing the development process of picture books,the concept of picture books,creative techniques,forms of expression and many other issues were considered.This paper focuses on the external representation of picture books to explain the integration of embodied cognition into the process of picture book art education.The third chapter,based on the status quo of picture book art education,analyzes the value of implanting embodied cognitive learning concept into picture book art education from the characteristics of children's physical and mental development,the improvement of core literacy and the macro level of aesthetic education.The fourth chapter analyzes the specific problems in the field of educational practice,such as the selection of teaching materials,setting of teaching objectives,teaching strategies,evaluation strategies,etc.under the guidance of embodied cognition,so as to provide a reference for a "embodied" picture book art education mode.In this chapter,the researchers put forward three "embodied" picture book art teaching principles :(1)based on the senses;(2)based on interaction;(3)based on the situation.The fifth chapter further explores the inspiration of embodied cognition to picture book art education.Based on the discussion of the full text,the research is summarized and prospected.The changes of picture book art education brought by embodied cognition are proposed from three aspects of learning situation,learning mode and teaching thinking,and specific suggestions are put forward for the implementation of embodied picture book art education.