Embodied Learning Of Primary And Secondary School Students:Theories,Dilemmas And Solutions

Learning is an activity that requires the full involvement of the learner.In other words,not only does the human brain play an important role in learning,but other parts of the human body also have very important learning functions.Unfortunately,the learning functions of other parts of the body are often ignored in traditional education and teaching activities.In the reality of primary and secondary school students learning activities,educators often regard learning activities as learning activities of the brain,and the cognitive function of other parts of the body has been seriously weakened,and even there are strict restrictions on students’ physical activities and excessive discipline of students’ behavior,which leads to the phenomenon of disembodied learning,resulting in low learning efficiency and unsatisfactory learning effect And so on..This article mainly uses the historical research method,the literature research method and the case study method,carries on the discussion to embodied learning theory of the primary and secondary school students,reveals the dilemma faced by primary and secondary school students in embodied learning by analyzing the phenomenon of disembodied in reality,thus carries on the exploration to the primary and secondary school students’ embodied learning practice path.This paper is mainly divided into four parts: Firstly,this paper discusses the related thoughts and practice of embodied cognition and embodied learning from four aspects: theoretical background,concept definition,theoretical enlightenment and practical cases.Secondly,the paper constructs the theoretical framework of primary and secondary school students’ embodied learning from the three dimensions of core thoughts,theoretical basis and basic characteristics.Thirdly,this paper analyzes the common problems and consequences of primary and secondary school students’ disembodied learning,and reveals the realistic dilemmas of primary and secondary school students’ embodied learning.Finally,the paper discusses the practical path of primary and secondary school students’ embodied learning from four aspects: the establishment of embodied learning beliefs,the setting of embodied learning goals,the setting of embodied learning contents and the creation of embodied learning environment.