Research On Primary School Mathematics Teaching Design Based On Embodied Cognitive Theory ——Taking "Understanding Decimeters And Millimeters" As An Example

As a new breakthrough in cognitive science,embodied cognition advocates that the active structure and perception of the body determine people's cognitive mode,emphasizes the process of the learner's personal experience,and puts forward the interaction between the body and the environment,and the important influence of learning activity experience on learning.Reflecting on the current primary school mathematics teaching classroom,because primary school students are lively and active,curious,and easily distracted,teachers in order to organize and manage the classroom,so that students sit in a uniform posture,with audio-visual as the main learning method,the lack of multi-sensory participation in the physical experience,reducing the efficiency of classroom teaching.In view of this,the design of primary school mathematics teaching based on embodied cognitive theory can give students the time and space to fully operate,experience,observe and compare,mobilize students' physical experience,pay attention to the role of physical feelings and situational interaction,help students learn better,and give full play to students' subjectivity.Based on the perspective of embodied cognitive theory,the research uses questionnaire survey method,interview method and case study method to sort out and analyze existing research such as primary school mathematics teaching design,combined with the basic idea of "learning",and constructs the basic framework of primary school mathematics teaching design based on embodied cognitive theory,which is mainly divided into analysis system,design system and reflection system.Specifically,taking "understanding the decimeter and millimeter" as an example,analysis of the requirements of the curriculum standards and the content of the textbook,the teaching design and implementation were carried out,starting from the four parts of teaching objectives,teaching content,teaching process,and teaching evaluation,and the classroom teaching effect was analyzed by classroom teaching observation,written tests of students and teacher interviews.It was found that the teaching of"understanding the decimeter and millimeter" based on embodied cognitive theory can deepen students' understanding of the four length units,improve students' hands-on operation ability such as measuring and drawing,and exercise students' mathematical thinking and language expression ability.Finally,through the reflection of the entire teaching design and classroom teaching,it is suggested that the primary school mathematics teaching design based on embodied cognitive theory should focus on physical practice and mobilize multi-sensory participation;situational interaction,flexible organization of teaching activities;experience generation,and promote students' cognitive development.