The Lesson Studies On Embodied Teaching Of Mathematics Concept In Primary School

Embodied cognition,a representative of the second generation of cognitive science,emphasizes that learners form cognition through the interaction between their bodies and their surroundings,and advocates that the learner’s bodily actions contribute to the generation of concepts.However,traditional disembodied concept teaching focuses on abstract mathematical concepts,which leads to the detachment of teaching contents from students’ life experiences and is not conducive to students’ cognition and grasp of mathematical concepts.Since mathematics comes from the abstraction of the real world,it is possible to convert abstract concepts into relatively concrete concepts according to the thinking characteristics of elementary school students and their unique physical and life experiences,and to make use of students’ multi-channel senses to make them truly understand and master mathematical concepts through the body metaphor in embodied teaching.In view of this,this study connects embodied cognitive theory and elementary school mathematics concept teaching,takes a class case of elementary school mathematics concept embodied teaching as the research object,uses the lesson case analysis method and the observation research method to conduct an in-depth analysis,proposes implementation strategies of elementary school mathematics concept embodied teaching,and makes an attempt for further development of elementary school mathematics concept embodied teaching.The main content of this thesis contains five chapters.Chapter 1,Introduction.It includes the reason of selecting the topic,the purpose and significance of the study,and discusses the basis of this study.It also discusses the basis of this study,and organizes the status of related research at home and abroad through literature search to find the innovative points of this study.On this basis,the relevant concepts are defined.In order to finalize the research object and research content,and clarify the research idea and research method of this thesis.Chapter 2,The rationale of embodied cognitive theory in teaching primary school mathematics concepts.It includes three sections on the cognitive mechanisms of mathematics guided by embodied cognitive theory,the embodied characteristics of primary school mathematics concepts,and the significance of introducing embodied cognitive theory into the teaching of primary school mathematics concepts,in order to clarify the rationale at both theoretical and practical levels.Chapter 3,Basic Theories of Conceptual Embodied Teaching and Learning in Primary Mathematics.It mainly discusses the main features and basic principles of conceptual embodied teaching in mathematics,and on this basis identifies three stages of conceptual embodied teaching in mathematics-the teaching analysis stage,the teaching design stage and the teaching evaluation stage.The three stages include six basic steps,namely learner characteristics analysis,learning task analysis,learning environment analysis,teaching environment creation,teaching activity design and teaching evaluation,which provide guidance for the analysis of lesson examples later on.Chapter 4,Analysis of typical examples of embodied teaching of elementary school mathematics concepts.In order to combine the knowledge content characteristics of different mathematical concepts,the author chose representative teaching topics in the fields of number recognition,graph recognition,and graph measurement.In the analysis of the lesson cases,the implementation of teaching is mainly carried out from two dimensions: embodied teaching and teaching design,with students’ real sense embodiment,real context embodiment and offline embodiment as the grasp;in the teaching design,the teaching environment and teaching activities are mainly analyzed.Finally,a summative evaluation of the comparison between the lesson design and the embodied teaching analysis process is conducted to explore the implementation effect of the concept embodiment teaching in elementary school mathematics.Chapter 5,Strategies for the Implementation of Conceptual Embodied Teaching in Primary Mathematics.On the premise of evaluating and summarizing the merits and shortcomings of the lessons,an objective understanding of the implementation of concept-specific teaching in elementary school mathematics was developed,and more targeted implementation strategies were proposed.This chapter mainly includes three aspects: deepening the concept of embodied teaching,promoting the concept of contextual teaching,and strengthening the concept of communication and interaction,which are expected to provide more useful experiences for practical application.