Research On The Construction And Practice Of Primary School Science Teaching Model Under The Perspective Of Embodied Cognition Theor

With the deepening of the concept of science core literacy,people increasingly realize that science education plays an important role in the formation of students’ correct values,essential character and key ability.At present,there are still many practical problems in science teaching.Embodied Cognition Theory puts forward the concept of integrating body,cognition and environment,and advocates gaining experience in interaction and environment,which provides theoretical basis for the return of body education and teaching.Therefore,applying Embodied Cognition Theory to science teaching has become an important way to solve practical problems.Four representative primary schools in Qingdao were selected to enter the teaching site,and 32 lessons were randomly selected proportionally from classes of grades 4-6 to observe and record the lessons.Meanwhile,targeted interviews were conducted with 6 science teachers among the teachers.Based on the analysis of the results of observation method and investigation method,the realistic pattern of primary school science teaching at present is summarized:the teaching objective basis is chaotic,the expression is not standard;The teaching content is scripted and stereotyped.The concept of teaching environment is solidified and the degree of collaboration is low.The teaching method is mainly language,ignoring the sublimation of emotion;Teaching organization and implementation of “dissociation”,classroom experience formalization;The evaluation content focuses on the result and ignores the learning process;The evaluation subject is teachers,and the evaluation of students is ignored.Evaluation method is mainly examination,lack of comprehensive evaluation.Faced with many practical difficulties in primary school science teaching,it is urgent to carry out action research combining embodied cognition theory with primary school science teaching.Based on the core views of Embodied Cognition Theory,this paper initially constructs the “Three Stages and Eight Links” teaching mode of primary school science from the perspective of Embodied Cognition Theory by combing relevant studies and combining with the current status of primary school science teaching.The teaching model is divided into three stages: embodied teaching design,embodied teaching implementation and embodied teaching evaluation.Specifically,it can be divided into eight stages: designing embodied teaching objectives,designing embodied teaching contents,creating embodied teaching environment,embodied perception,embodied experience,embodied sublimation,monitoring the embodied evaluation and analyzing the results of embodied evaluation.On the basis of the model,the content of two units,“Simple machinery” and “Epidemic prevention and Health care”,is selected to carry out specific teaching design.Two rounds of teaching actions were carried out for students from four classes in grade 6 of two primary schools in Qingdao,and the teaching model of this study was finally determined according to the iterative teaching model of teaching effect,providing theoretical and practical references for science teachers’ to carry out science embodied teaching in primary schools.The results show that the “Three Stages and Eight Links” teaching model of primary school science from the perspective of embodied cognition theory is conducive to the deepening of students’ scientific concept,the development of scientific thinking,the enhancement of the ability of inquiry and practice,and the formation of attitude and responsibility.After two rounds of teaching practice,the “Three Stages and Eight Links”teaching model of primary school science from the perspective of embodied cognition theory is finally constructed,which has certain reference value for teachers to carry out science teaching.At the same time,based on the whole process of teaching model construction and practice,the paper puts forward specific suggestions for science teaching in primary schools: updating the theoretical thought,reconstructing the teaching design concept;Exploring teaching activities,invigorating teaching implementation;Implement multi-dimensional objective teaching evaluation to highlight the function of teaching evaluation.