Research On Teaching Strategies Of Junior Middle School Mathematics Based On Embodied Cognition Theory

With the deep development of cognitive psychology,embodied cognitive theory gradually opens a branch to leaf as the hot spot of the second generation cognitive science research.As a new methodology,it attracts the attention of the general education domain experts and educator for its high inclusiveness.How to integrate the cognitive theory to the process of mathematics teaching and learning better has become a key research issue in the field of mathematics education.Since the embodied cognition theory is still in the preliminary exploration stage in education,no unified educational theory has been formed,there are few domestic studies on it in mathematics subject,and the theoretical guidance is insufficient,most mathematics educators have fewest awareness of it and lack sufficient theoretical comprehensions,the research results are scarce.However,they can apply it in a scattered way imperceptibly in daily teaching.Without the basic theory for the instruction of teaching,it leads to problems such as the casualness of teaching process based on embodied cognition theory,disjointed teaching links,and insufficiency of systematic and normativity in teaching design.In consideration of it,this study attempts to present corresponding guiding strategy from embodied knowledge,embodied learning and embodied environment viewpoints based on the core concept of ‘the trinity of body-cognize-environment' in embodied cognitive theory,design a complete junior high school mathematics lesson example based on the strategy to provide specific cases,in order to provide theoretical basis and practical reference for the general educator.This research adopts the experimental method of combining theoretical research with practical research to analyze and elaborate the research results:In the aspect of theoretical research,the principal content is experience summary and theoretical speculation.First,via reading relevant literature and research results,summarizes the embodied cognitive theory and relevant research in which embodied cognitive theory applied in the education,and clarify the core concepts of the embodied cognitive theory,then attempt to construct a "133"(one core idea,three basic view points,three primary thoughts)mathematics teaching strategy based on the theory of it.According to the strategy,provide fragments ofspecific cases,and complete the teaching design,select contents of the relevant knowledge about Angle in formal seventh grade math of Beijing Normal University version to design ‘the Angle of learning'.In the aspect of practical research,this research adopts the methods of teaching experiment,investigation and analysis,and individual interview.According to the investigation and evaluation of experimental objects,elect appropriate experimental time on the basis of objective reality,apply the mathematical teaching strategy to teaching practice by designing the case ‘the Angle of learning'.The experimental process is primarily based on statistical analysis,supplemented by data survey.As follows are the experimental processes: ‘evaluation and investigation-questionnaire design-teaching experiment-questionnaire survey-individual interview-data collection-collation and analysis'.Experimental class and control class were found in the experiment,and comparative analysis was conducted to verify the effectiveness of the teaching strategy and the influence on students' mathematical learning process and learning effect.The result suggests that the teaching strategy based on embodied cognition theory can significantly improve students' mathematics academic performance compared with the traditional teaching method.The teaching strategy based on embodied cognition theory has a significant effect on improving students' abilities of memorizing and comprehending knowledge,and has a positive effect on students' mathematical problems solving,mathematical learning mode,mathematical learning thought and emotional attitude as well.However,the effect on the level of cognitive application analysis is not obvious in a short period of time,which needs to be further verified.It suggests that the teaching strategy based on embodied cognition theory has certain reference significance and guiding function for mathematics educators in junior high school.Based on the research results,this paper finally presents some relevant research suggestions:first,research and spread the more extensive embodied teaching cases.Second,develop the stronger technical supported embodied teaching model.Third,emphasis embodied education for students in diverse levels.Fourth,design the embodied environment factors standardly.