On Teacher Training From The Perspective Of Embodied Cognition

The fundamental education curriculum reform which started from the beginning of the 21 st century has promoted the development of Chinese fundamental education.Meanwhile,it has put forward new challenges and requirements to teacher quality.And teacher training is an important method with which we can improve the teacher quality and promote teacher professional development.It is an important part of teacher education and the whole teacher education system is made up of the pre-service teacher cultivation,the teacher inductive education and the in-service teacher training.Moreover,it is also the demand of lifelong learning for teachers.It plays an important in both teacher professional development and student's all-round development.Besides,it is also the cornerstone of national renewal and social progress.Nowadays,with the continuous development of Chinese fundamental education,it is very necessary for us to improve the teacher training and promote the teacher professional development.Therefore,in recent years,teachers and teacher training has been getting more and more attention.The improvement of teacher quality has become a very important task for Chinese fundamental education in "National Plan for Medium and Long-term Education Reform and Development(2010-2020)(National Education Plan for short)"."National Education Plan" says " we should cultivate a qualified teacher team with a lofty morality,a good capacity,a proper makeup and a great energy." In 2010,the Ministry of Education of the PRC and the Ministry of Finance of the PRC started the "National Training Project".Meanwhile,the provincial Teacher Training Program,the municipal and the country-level Teacher Training Programs,and the School-Based Teacher Training are being implemented.Though the teacher training has been getting more and more attention,but it hasn't been well implemented.The teacher training is a process of teacher learning.The epistemology of relevant members has a great effect on the teacher training.Nowadays,the implementation of the teacher training isn't very good for many reasons.However,the misunderstanding of human cognition and learning is the primary reason.If we want to improve the teacher training,we must take a new acquaintance of human cognition and learning.Embodied cognition named second-generation cognitive science has a new understanding of human cognition and learning.Embodied cognition is based on the idea that the cognition,thinking,memory,learning,emotion and attitude,et al.are all shaped by the interaction between the body and environment.Essentially,the mind is an experience of body and the experience of body has a great effect on the quality and the character of mind.The mind is based on the body and originated from the body.Embodied cognition has revealed scientifically the condition and the mechanism of human cognition and mechanism.And it can guide this research from the theoretical and philosophical perspective.Therefore,this research is being carried out from the perspective of embodied cognition.It is guided by complexity and relative thinking.It has a belief that teachers' professional development is the improvement of professional practice.The thread running through this research is the key elements of teacher training.This research also has a key opinion that different cognitive paradigm has a different effect on teacher training.The solution to problems in teacher training is the aim of this research.In this way,this research analyses how the teacher training can escape from the difficulties.In details,in this dissertation,the introduction illustrates the background,the significance,the research status,research route and methods.Besides,the introduction also defines the concept and puts forward the innovation.In the first chapter,in order to make the logical starting point understood,the author firstly analyses the implication,the essence and the stage of teacher professional development.Then,the author describes the ideal image of teachers.At last,the author analyses the quality which teachers should have.In the second chapter,the origin of thoughts,the major schools,the core views and the main difficulties of disembodied cognition are introduced.In this way,we can have a very clear understanding of disembodied cognition.In the third chapter,the author takes two "National Training Projects" as a case which carried out by S University and makes uses of the qualitative research method to analyze the disadvantages caused by disembodied cognition from ontology,axiology,epistemology and methodology.In the fourth chapter,the essence of embodied cognition and the embodied effect are illustrated.And then the foundations of philosophy and psychology are introduced.At last,the advantages,the disadvantages and the future trends are analyzed.In this way,we can understand the embodied cognition correctly and therefore it has built a solid foundation for using this theory to guide the teacher training.In the fifth chapter,the author first analyses the appropriateness of using embodied cognition to guide teacher training,then the author insists that we should follow the principles of epokhe,reduction,experience and reflection in teacher training.Finally,the author analyses the value of embodied cognition in improving the teacher training from ontology,axiology,epistemology and methodology and then presents an ideal model of the teacher training.In the conclusion part,the author thinks that there are advantages and disadvantages in both embodied cognition and disembodied cognition.In addition,the author suggests that we should understand the two theories correctly and we should avoid being trapped in the technolatrialism when we analyze the teacher training from the embodied cognition.