Research On The Design Of Mathematics Teaching In Primary Schools From The Perspective Of Cognition ——Take "Determining Position" As An Example

Embodied cognition theory is a hot topic in the field of contemporary cognitive science,which was formed on the basis of opposing the first generation of cognitive science represented by the dualism of body and mind,and provided a theoretical basis for the return of the body to education and teaching.Its core idea is that cognition arises from the interactive activities of the body and the environment,cognition can be constructed through the body,the body is the main body of cognition,and physical activities affect cognitive activities such as human thinking.Knowledge comes from experience,rather than simple mechanical indoctrination from the outside in.Embodied cognitive theory advocates the interaction between the body and the environment,in the interaction and environment to gain experience,has guiding significance for improving teaching,therefore the use of embodied cognitive theory to analyze and improve classroom teaching has become the original intention of research.Determining the position of the object focuses on and cultivates the students' spatial concept and geometric intuitive awareness,and the spatial concept and geometric intuition are the basic literacy of mathematics.Based on the perspective of embodied cognition,based on the theoretical basis of situational learning theory and experiential learning circle theory,combined with the natural orientation of embodied teaching of primary school mathematics,the first lesson of the sixth grade book of primary school mathematics "Determining Position"is taken as an example,and the basic structure of the teaching design of "Determining Position"from the perspective of analytical system,design system and reflection system is constructed.On the basis of the preliminary analysis of the learner's learning starting point,learner characteristics and teaching content,the specific teaching objectives,teaching content,teaching process and teaching evaluation are specifically designed and implemented.In order to analyze the implementation effect of embodied teaching design,the study used questionnaire surveys,interviews and classroom observations,and found that the application of embodied cognitive theory to primary school mathematics classroom teaching can enhance students' learning effect,deepen students' understanding of determining position,and help students get positive emotional experiences.Based on the reflection on the entire teaching design and implementation process,the following work should be done in the design and implementation of primary school mathematics teaching from the perspective of embodied cognition:the implementation of embodied teaching requires teachers to carry out meticulous embodied teaching design,reflect embodied elements;attach importance to embodied activities,and promote knowledge construction in embodied activities;front-line teachers need to update their concepts,improve their awareness of embodied teaching,continuously summarize and reflect,and enhance their embodied teaching practice ability.