Research On The Cultivation Of Junior High School Students' Music Perception Based On Embodied Cognition Theor

The theory of embodied cognition is a new research field in psychology,also called "concretization" theory,which originated from the "second generation of cognitive science revolution".The "detached cognition theory" of the first generation of traditional cognitive science ignored body participation and denied the role of the body in the cognitive process,thus putting forward the "embodied cognition theory".This theory updates,supplements and reflects on the traditional cognitive theory,affirms the importance of the body in the cognitive process,and places physical feelings,experiences,cognition and other activities in the learning context.As far as music learning is concerned,embodied cognition theory is of great value: the body receives music information,stimulates the brain to react,and then the brain makes feedback to dominate and coordinate the body movement.The interaction between the two forms the activity of learning,which supplements individual experience and accumulates ability in the activity.This shows that music learning necessarily requires physical participation,so it proves that "embodied" is really helpful to cultivate and enhance students’ music perception.A variety of research methods were used in this paper,including literature research.practical investigation,case study,and induction.combining relevant theories with the author’s actual teaching practice,to find out the application of embodied cognition theory in the cultivation of junior middle school students’ music sentivity.This paper consists of six parts.The introduction mainly expounds the research reasons of this paper,the current research status of embodied cognition theory and music perception at home and abroadobjectives,significance,and research methods.Chapter 1 provides an overview of contextual theory.combs and summarizes the development of embodied cognition theory,characteristics,and analyzes the components of music perception.Chapter 2 is an analysis of the feasibility of applying embodied cognitive theory to the development of music perception in junior high school students.By distilling the relevant content of the 2022 edition of the Compulsory Education Arts Curriculum Standards,the music textbook is analysed to identify the connections and application advantages of the theory and music perception for the ensuing teaching practice.Chapter 3 is a field study of junior high school music classrooms to identify the weaknesses of students’ music perception and the causes of the problems,analyze and summarize the problems,and propose "concrete" strategies to solve them.Chapter 4 is a case study of the application of embodied cognitive theory in S junior high school in Z city,Shandong province.Based on the embodied cognitive theory,a lesson plan is designed for each component of music perception,and classroom teaching practice is carried out.This paper attempts to apply embodied cognitive theory to the cultivation of junior high school students’ music perception,identifying problems from practice and proposing practical strategies to solve them.