A Case Study Of Teachers’ Classroom Formative Assessment From The Perspective Of Embodied Cognition

On October 13,2020,the Central Committee of the Communist Party of China and the State Council issued the "Overall Plan for Deepening the Reform of Educational Assessment in the New Era",emphasizing the need to "resolutely change the practice of labeling students with scores,and innovate process assessment methods for moral,intellectual,physical,aesthetic and labor" and strengthen the process and formative educational assessment,reversing the unscientific orientation of educational assessment.In the classroom,the separation of teaching and assessment makes students’ learning process and learning results separate.Quantitative assessment makes students’ learning results manifest as numbers and grades of grades,but does not see the cognitive process of students and ignores students.The vital role of the body in cognitive processes.Embodied cognition theory believes that cognition is not just the cognition of the brain,but the result of the interaction between the physical and mental state of people and the environment.Our observable student learning manifests first in physical activity,then as an expression of their personality and preferences,and through continued activity and propensity for problem solving to deepen their understanding of things that are related to their environment(material environment and social environment)are also inseparable.That is,students’ cognition and learning are the result of the interaction between the body and the environment.Through descriptive,procedural and personalized assessment of students in the classroom,teachers can help to understand the whole process of students’ cognition and learning,and make corresponding teaching adjustments through active interaction and feedback to promote teaching and learning.improvement of.The theory of embodied cognition takes care of students’ embodied,situational and generative learning process,which coincides with the requirements of formative assessment,and can provide new ideas for teachers’ classroom formative assessment practice.Therefore,based on the theoretical perspective of embodied cognitivism,this study conducts a case study on the teacher’s classroom formative assessment process.After sorting out the research context of the two themes of "classroom formative assessment" and "embodied cognition theory",the paper defines two core concepts and characteristics of "classroom formative assessment" and "embodied cognition",and constructs The theoretical framework of teacher classroom formative assessment from the perspective of embodied cognition is presented,including five core elements of designing and presenting learning objectives,collecting learning evidence,interpreting learning evidence,formative feedback and teaching adjustment.Then,based on the above analysis framework,we entered the research site,selected a junior high school mathematics teacher’s classroom formative assessment process in two classes as the research object,collected classroom recordings,observation records,interview records,physical materials and other research materials for case studies.From the perspective of embodied cognition theory,this paper analyzes the characteristics of case teachers’ classroom formative assessment.The research found that:(1)The process of teacher’s classroom formative assessment is inseparable from the care of students’ bodies,so it has the theoretical implication of embodied cognition.(2)According to the requirements of embodied cognition theory,the theoretical framework of teacher’s classroom formative assessment should reflect the theoretical characteristics of embodied,situational and generative,and pay attention to the learning experience of students’ body and mind.(3)The classroom formative assessment process of case teachers permeates some of the characteristics of embodied cognition theory: in terms of designing and presenting learning goals,it reflects the teachers’ implicit care for students’ physical cognition,and needs to pay more active attention to students’ physical cognition.physical experience;in terms of collecting learning evidence,teachers systematically collect learning evidence from students in various aspects,and pay attention to students’ physical performance;in terms of explaining learning evidence,teachers encourage and guide students ’ self-expression as much as possible,but students ’ performance In terms of formative feedback,due to the construction of an embodied teacher-student relationship,efficient feedback between teachers and students has been realized;in terms of teaching adjustment,teachers can generatively create situations to improve teaching and improve students’ learning.Physical and mental learning status and level.(4)Based on this,put forward countermeasures and suggestions to promote teachers’ classroom formative assessment to become "embodied" :(1)Pay attention to the primacy of students’ body cognition,and establish a body-subject assessment view;(2)Generatively use the assessment results to create a situational Teaching space;(3)Interact with "students in life" to build an embodied teacher-student relationship.