A Practical Research On Science Teaching In Primary Schools From The Perspective Of Embodied Cognition

With the rise of the second cognitive revolution,embodied cognition theory is gradually a thought,trend or a new orientation,at the same time the theory has been extended from philosophy and psychology to pedagogy,artificial intelligence,linguistics and other fields.Through the search of the existing literature,it is found that Chinese researchers seldom combine embodied cognition theory with primary school science teaching,so this study combines the two theories to explore the feasibility of integrating embodied cognition theory with primary school science teachings.The aim of this study is to achieve the following three aspects:A theoretical consideration on the characteristics of primary school science teaching from the perspective of embodied cognition;Carry out case design and implementation of primary school science teaching from the perspective of embodied cognition,and verify the teaching effect;Suggestions are put forward for primary school science teaching from the perspective of embodied cognition.First of all,through the analysis of domestic and foreign related literature,the origin and connotation of embodied cognition theory as well as the learning theories related to embodied cognition are summarized,and on this basis,the characteristics of primary school science teaching from the perspective of embodied cognition are considered.Secondly,according to the design process,taking the second unit of the fourth grade of Primary School Science Volume I "the movement of objects" of Jiangsu Education Press as an example,this paper designs and implements the case,and verifies the teaching effect.The results show that both the control class and the experimental class have mastered the key and difficult points of this unit,but the number of the experimental class is slightly higher than that of the control class.At the same time,whether the control class or the experimental class,in three dimensions of participation,learning interest and learning attitude,the effect after the implementation of teaching is higher than that before the implementation of teaching,but the teaching effect of the experimental class is more significant.Finally,combining the design and implementation of the case,four suggestions are put forward for science teachers in primary schools to apply embodied cognition theory to science teaching:focus on the physical participation of multiple experiences,physical interaction that reinforces organic connections,set up a magnetic learning environment,construct multiple meanings of embodied reflection.