Design And Application Of Complex Skills Learning Tasks For Vocational College Students From The Perspective Of Embodied Cognition

The cultivating of comprehensive and complex skills that meets the needs of real occupational scenarios has became an important part of promoting vocational education reform.The development of complex skills curriculum implemented in current higher vocational colleges is mainly based on project-based learning and task-driven learning theories.While there are a series of problems limit the effectiveness of instruction,such problems can be distilled into the following aspects:There is a lack of connection between learning content and real occupational work contents;The design of learning tasks cannot match the cognitive process of higher vocational students;The evaluation design of learning tasks does not reflect students’ cognitive development well.As a result,students are still unable to master,apply and transfer the complex skills during work after the course.In order to solve these,the current study carried out the instructional design of learning tasks from the perspective of embodied cognition theory.The research aims at improving the learning effect of complex skills in higher vocational education,developing students’ comprehensive ability under complex occupational work contents,as well as meet the current needs of the whole society of training vocational education talents.First of all,combined with the analyze of relevant literature and the investigation in higher vocational colleges,problems are investigated in such aspects as students’ weak attention during the class,the poor learning effect of complex skills,the uneven learning progress of learners in class and poor retention for students of what they have learned.In response to the above problems,the concept of complex skills,4C/ID model,complex skills learning and embodied learning theory are elaborated in this research,and the theoretical framework of learning teaks design for complex skills is proposed based on 4C/ID model,embodied cognition theory,situational learning theory and experiential learning theory.Secondly,the instructional design framework for complex skill learning tasks from the perspective of embodied cognition is proposed.Students’ spiral learning process of complex skills are supported through the following four steps: the formulation of learning objectives,the analysis of learning contents and environment,the design and implementation of learning activities,and the design of learning effects assessment.Finally,in order to present the design ideas and process more clearly,the study introduced specific learning task design based on the above theoretical framework and design mode.Taking the complex skill of "Transfer Robot Workstation Configuration" as an example,the learning task design and empirical research are carried out.Taking one of Shanghai higher vocational school as an example,an8-week experimental study was carried out on the course learning of Transfer Robot Workstation Configuration Skill.A total of 51 vocational students participated in this study,including 24 students in the experimental group and 27 students in the control group.The research result shows that:（1）The academic performance of the experimental group is significantly higher than that of the control group;（2）Students in the experimental group has better learning attitudes and motivations ang greater attitudes and willingness to accept embodied learning compared to their status before the experiment;（3）There is no significant difference in students’ cognitive load between the control and experimental group;（4）The design method for learning task from the perspective of embodied cognition proposed in the current study can effectively and continuously promote learning the learning of complex skills.