Experimental Research On Embodied Cognitive Theory In Public Aerobics Teaching In Colleges And Universities

Under the ideological wave of educational modernization construction in the new era,the reform of physical education in ordinary colleges and universities from disembodied to embodied paradigm has become a hot research topic for many scholars.There are still many practical puzzles and bottlenecks in the process of continuous reform and development of traditional physical education.Innovation and reform of public physical education in colleges and universities has become an urgent problem for sports workers to solve.Guided by deepening the reform of physical education teaching and innovative practice,based on the experimental research of public aerobics teaching in colleges and universities based on the theory of embodied cognition,it provides attempts and explorations for the innovative reform of physical education teaching in ordinary colleges and universities,and helps the development of physical education teaching reform in the new era.This research mainly adopts the research methods such as literature data method,expert interview method,experimental method,mathematical statistics method,etc.,to analyze the application advantages of embodied cognition theory in public aerobics teaching in colleges and universities;in-depth analysis of the research results,research discussion and prospect;To explore the reform and innovation of the embodied teaching of public aerobics in colleges and universities,to provide some reference and reference for the practice and innovation of physical education in schools in the new era.The results of the study show that by applying the embodied cognitive theory to the experiment of aerobics teaching,we found that:(1)In terms of students’ skills and behavior acquisition,there were extremely significant differences in sports participation and autonomous learning in the experimental group before and after the experiment.The exercise participation of the control group also increased significantly,so there was no significant difference between the experimental group and the control group.,and better than the control group.(2)In terms of students’ awareness and emotional improvement,comparing sports interest,music perception,psychological experience,and self-efficacy,there was a significant improvement in the experimental group before and after the experiment,but there was no significant difference in the control group;after the experiment,the experimental group and the control group There were significant differences between the groups,and the experimental group was significantly better than the control group.(3)In terms of moral and quality cultivation of students,the self-confidence,teamwork spirit,and patriotism of the experimental group before and after the experiment were significantly improved,and the self-confidence of the control group was also significantly improved;after the experiment,the self-confidence of the experimental group and the control group,teamwork spirit and patriotism were different between groups,and the experimental group was better than the control group.(4)From the experimental data of some students with aerobics sports experience,the experimental group has extremely significant improvement in three aspects: skill and behavior acquisition,consciousness and emotion improvement,morality and quality cultivation before and after the experiment,while the control group has exercise participation,self-confidence and self-confidence.The heart also improved significantly;after the experiment,there was no difference between the experimental group and the control group in exercise participation,but there were differences between the groups in the improvement of consciousness and emotion,morality and quality cultivation,and the experimental group was better than the control group.To sum up,by applying the theory of embodied cognition to aerobics teaching,teachers can make teachers pay more attention to the subjectivity of students’ bodies in teaching,and give full play to the advantages of embodied teaching in all aspects of teaching.The self-learning ability and aerobics skill level of the students;physical aerobics teaching can improve students’ interest in sports,cultivate students’ musical perception,enhance students’ psychological experience,promote internal and external,and improve students’ awareness and emotion to a certain extent.;Physical aerobics teaching has a positive role in helping students build up self-confidence and develop good sports morality,which is more significant than traditional teaching.Therefore,the application of embodied cognition theory to the experimental research of aerobics teaching in colleges and universities provides a tentative exploration for the reform and innovation of public physical education teaching in ordinary colleges and universities,and helps the development of public physical education teaching in colleges and universities in the new era.