Research On Educational Tourism For Primary School Based On Embodied Learning Perspective

As a kind of curriculum that places learners in the real environment for experience,educational tourism is not only an exploration to break through the barriers of exam-oriented education under the background of education reform,but also an effective way to cultivate students’ core literacy.In recent years,with the introduction of relevant policies,educational tourism gradually developed.in November2016,the Ministry of Education and other 11 departments jointly issued Opinions on Promoting Educational Tourism for Primary and Secondary School Students,which clearly put forward the educational tourism into the teaching of primary and secondary school education plans,and overall consideration of comprehensive practice curriculum,promoting the integration of educational tourism and school courses;In August 2017,the Ministry of Education issued the Curriculum Guidance Outline of Comprehensive Practical Activities for Primary and Secondary Schools,which pointed out that educational tourism was included in the curriculum of comprehensive practical activities for primary and secondary schools.So far,the basic operation of educational tourism has become no problem.However,on this basis,how to provide students with quality and effective educational tourism has become an urgent problem to be solved.Embodied learning thinks that learning is the result of the interaction between body and environment,and expounds the importance of body and environment in learning,educational tourism is a kind of practice of embodied learning.Therefore,this research has focused on elementary educational tourism course,and takes embodied learning theory associated with it as the research perspective,using literature method,questionnaire method and interview method,aimed to explore the practical dilemma of primary school educational tourism curriculum and explore the practical path of effective development of primary school educational tourism from the perspective of embodied learning.Embodied learning theory has shown that the ideal vision of primary school educational tourism curriculum is embodied.It requires students to devote themselves to it and promote the development of physical and mental integrity through physical presence,integration of physical experience and interaction between body and environment.From the perspective of embodied learning,the goal of primary and secondary school educational tourism curriculum is to promote students’ physical and mental symbiosis and all-round development.The content of the course needs to be based on the real situation.Curriculum implementation needs to be embodied in the environment and pay attention to dynamic generation;Curriculum evaluation needs to observe oneself and emphasize process reflection.However,according to the survey results,the following problems exist in the current primary school educational tourism: the lack of consistency in the research attitude of the participants;Planning before the tourism is arbitrary,lack of pre-design;Emphasis on discipline and neglect of physical experience in the educational tourism;Ineffective evaluation,lack of reflection and feedback after the educational tourism.The reasons are further explored,and it is found that firstly,the tool rationality is dominant,and the participants lacks rational knowledge about the educational tourism;Secondly,it is difficult for teachers to transform resources in the complicated environment of educational tourism,and it is difficult for students to internalize the results due to the imperfect internal environment.Third,the traditional role positioning of teachers,lack of embodied concept;Fourth,there is a shortage of relevant supporting mechanisms and a lack of feasible environment for educational tourism.Based on the results of the research,the following suggestions are proposed from the perspective of embodied learning in the preparation stage,implementation stage and after-school stage of the educational tourism: Firstly,improve the overall design of postgraduate travel.To be specific,the embodied environment should be clearly defined,the appropriate place should be selected,the students’ body should be taken as the main body,and the top-level design of the educational tourism should be done well.Meanwhile,the teachers should establish the embodied concept and use it to guide the research practice.Secondly,optimize the implementation process of postgraduate travel.To be specific,teachers should wake up students’ body consciousness,regulate their physical and mental state,strengthen the consciousness of students’ participation,guide the on-site experience,and strengthen the interaction with students to promote the integration of body and mind.Thirdly,improve the evaluation mechanism of postgraduate travel.To be specific,teachers should innovate evaluation methods,promote students’ individual experience,guide students to participate in evaluation,strive to diversify evaluation subjects,and give students timely and effective feedback to strengthen students’ cognition process.