Research Of Embodied Teaching Models And Strategies In Primary School Mathematics

With the progress of cognitive psychology and the continuous development of modern teaching concepts,workers in the field of education have gradually realized the drawbacks of the current students’ physical and mental separation of learning.The teaching objectives of "exploration","experience" and "experience" proposed by the primary school mathematics curriculum standards,as well as the cognitive development state of primary school students in the specific operation stage,lead to some mathematical concepts still challenging for most students.Therefore,how to fully achieve the teaching objectives of the curriculum standard and promote students’ whole-body development of students is an urgent requirement facing the current primary school mathematics teaching.Embodied cognition theory asserts that students’ cognition,body and classroom environment are a dynamic unity,which can provide effective guidance for helping students connect abstract concepts with real life in elementary mathematics teaching.Since the integration of embodied cognition theory in the field of education and teaching is still in the process of exploration and development,its application in primary school mathematics has not yet formed a relatively mature ideological and methodological system.Three types of embodied teaching cases of gestures,body and multimedia environment are drawn,and a content analysis framework is drawn up to analyze the content of the selected representative cases.Through analysis,it is found that in order to expand students’ hand perception,gesture-oriented embodied teaching uses tactile devices and artificial products to assist students’ mathematics learning,and uses simple gestures or hand movements to guide students’ thinking,so that students can Focus on learning;body-oriented embodied teaching integrates the movement of students’ bodies into classroom activities,allowing students to perceive mathematical information in the form of direct experience to promote students’ understanding of knowledge,and by switching students’ perspectives of performance and observation.Promote the exchange of information among students to enrich the information acquisition channels for students;the embodied teaching oriented to the multimedia environment is based on a multi-sensorial learning environment,ensuring that students can have at least two sensory channels,and at the same time in a real teaching situation.Problem solving can not only improve students’ curiosity to promote learning enthusiasm,but also cultivate students’ ability to solve problems using mathematical thinking.Based on the above content analysis,this study is based on the primary school mathematics curriculum standards and based on relevant teaching theories,and clarifies the eight elements of embodied teaching as students,teachers,teaching content,teaching objectives,learning environment,teaching situation,embodied activities and Embodied learning evaluation,put forward the principles of object application,content conformity,student participation and student immersion in the design of embodied teaching.Students’ embodied activities and students’ embodied learning evaluation five-link elementary school mathematics embodied teaching model,and based on the content analysis results,summed up the corresponding implementation strategies of elementary school mathematics embodied teaching.In order to test the feasibility and effectiveness of the embodied teaching mode and implementation strategy,this study selected the fourth grade mathematics course "Translation,Rotation and Axisymmetric" to design and implement embodied teaching.Feedback found that embodied teaching can not only help teachers improve the classroom atmosphere,promote the integration of theory with practice,and students can better digest knowledge of teaching materials by participating in embodied activities involving gestures and bodies,deepen their understanding of what they have learned,and help students develop the development of spatial imagination and criticality of thought also has a certain positive effect.Embodied cognitive theory incorporates students’ physical experience into learning,which is conducive to students’ more in-depth and comprehensive experience and understanding of the knowledge and skills they have learned.However,due to its integration with teaching,it has not yet formed a complete theoretical system and profound application experience.Therefore,continuous exploration is still needed to carry out embodied teaching in primary school mathematics curriculum,so that embodied teaching can play a greater role in improving teaching effect and learning experience.