Action Research On Life Education Of Junior Middle School Students In Rural Areas From The Perspective Of Embodied Cognition Theory

Life education is to cultivate students to cherish and respect life,make students healthy in body and mind,develop morally and intellectually,and let students know how to live in harmony with themselves,others and the environment.Nowadays,rural junior high schools do not pay enough attention to life education,and the problem of students' suicide appears again and again.From the perspective of embodied cognition theory,study selects 68 seventh grade students of Yangxin Shiyan Middle School in Huangshi,Hubei Province as the research object,and the researcher is the designer and implementer of this action research.In the planning,action,observation and reflection of action research,four aspects of teaching activities are designed: "human and self","human and others","human and nature","theme of life and death".In the first module "human and self",teaching students to understand life,learning to cherish life and respect life,it is not easy to "cherish life" by listening and observing,it is difficult to understand the birth of life through personal experience;In the second module "man and others",teaching students to value ethical relations between people,especially understanding the importance of interpersonal relationship and public morality.The practice of "learning association","respect for life" and "role orientation" helps students understand the importance of interpersonal relationships and value the ethical relationship between people;The third module "man and nature",teaching students to love animals and plants,to experience the greatness of life,to understand the relationship between human beings and the environment,and to emphasize the need to learn to "treat life well" and "harmonious symbiosis";and the fourth module,"the theme of life and death" can help students face life and death,stimulate their love and care for life,live the meaning and value of life,and show the ultimate meaning of life.Each theme of the module will let students practice,experience and reflect on their own life,and change their attitudes towards life and cognition.The results show that the average score of life attitude of junior high school students after the intervention training is higher than that before the intervention.Before and after the intervention training,the average scores of ideal,life autonomy,sense of existence,love and care and death attitude were significantly different.The results of action research show that the intervention training of life education can improve the life cognition level of rural junior high school students.Based on the life education strategy and environment strategy of embodied cognition,this paper puts forward some educational suggestions,such as strengthening the consciousness of body participation,providing the support of body participation,paying attention to the links of body participation,creating the environment of enhancing education,supplementing the environment of alternative experience,and paying attention to the recessive ecological environment.In the implementation of life education for rural junior middle school students,we should make clear the main goal of life education,build a team of life education teachers and integrate resources through multiple channels.