Research On Teachers' Teaching Presence From The Perspective Of Embodied Cognition

Influenced by Cartesian mind and body dualism,teachers' teaching has seriously separated the connection between body,environment and experience,which has also affected the modern teachers' attention to teachers' physical senses and emotions,and suppressed the reasonable development and expression of teachers' emotional and physical desires.As a tacit quality of teachers,teachers' sense of presence in teaching is a comprehensive feeling and experience about the teaching scene generated by mobilizing various sensory and psychological elements.It has characteristics of body,comprehensiveness,situational and educational motivation.Its essence is the performance of the teacher's comprehensive teaching ability,emphasizing the teaching subject's perception and control ability to the object,reflecting the teacher's perception,input and control ability to classroom teaching,which is an important basis for effective teaching.Taking the theory of embodied cognition as the entry point and based on the investigation of four primary schools,this study conducted data analysis and result discussion on teachers' sense of presence in teaching,further discussed the influencing factors of teachers' sense of presence in teaching and proposed corresponding improvement strategies,in order to arouse the attention and cultivation of teachers' sense of presence in teaching.Firstly,it makes a theoretical analysis of embodied cognition and teachers' sense of presence in teaching.From the perspective of cognitive theory,with the brain and the body involved in the cognition of and meaning interpretation,the three elements of environment,and based on cognitive theory and presence of teachers' teaching concept,the characteristic,the value for further study and analysis,and cognitive and teacher's teaching presence summed up in three aspects: the relationship between body perception is the beginning of teacher's teaching presence awareness;The integration of body and mind is an important basis for enhancing teachers' sense of presence in teaching.Physical interaction is the prerequisite for teachers to create a sense of presence in teaching.Secondly,it carries on the practice investigation to the teachers' sense of teaching on the spot.The classroom observation scale of teachers' sense of presence,adapted from the American CLASS Teacher-Student Interaction Assessment System,is used to conduct non-participatory classroom observation on the research objects,score and record the observed objects' target behaviors,and collect and sort out the data of teachers' sense of presence in teaching.At the same time,the subjects with higher scores were interviewed to obtain more comprehensive and implicit information about the sense of teaching presence.By sorting out the observation and interview results,this paper further analyzes and discusses the wholeness,relevance and difference of teachers' sense of presence in teaching,as well as their perception,emotion and interaction in the teaching scene.Thirdly,the influencing factors of teachers' sense of presence in teaching are further discussed based on the investigation and research of teachers' sense of presence in teaching.Based on the research perspective of embodied cognition,the influencing factors of teachers' sense of presence in teaching are divided into three dimensions: teaching perception,teachers' emotion and teaching environment.The influencing factors of teaching perception mainly include teaching sensitivity,teaching reflection,teaching imagination and teaching experience.The influencing factors of teachers' emotion mainly include emotional reasoning,role identification and job burnout.The influencing factors of teaching environment mainly include physical environment and psychological environment.The above factors are not independent and exert influence,but intermingle and influence each other,which jointly promote the generation and development of teachers' sense of presence in teaching.Finally,based on embodied cognition theory,the generation path of teachers' sense of presence in teaching is constructed.Based on the theory of embodied cognition and the analysis of the influencing factors of teachers' sense of presence in teaching,this paper proposes the generation path of teachers' sense of presence in teaching from the perspectives of teaching perception,teaching emotion and teaching environment.First,teachers perceive the teaching site and form a regional experience about the teaching site;Second,put into teaching emotion,stimulate the intrinsic motivation of the sense of the teaching scene;Thirdly,creating teaching situation,creating living space for teachers' sense of presence and other main ways to promote the generation of sense of presence in teaching.