Research On The Learning Activity Framework Of Programming Concept Teaching In Primary Schools From The Perspective Of Embodied Cognition Theory

At present,programming education has received unprecedented attention in China,and the Ministry of Education have issued a series of related policies to promote the development of programming education.Programming teaching is the most important way to develop programming education in schools.The quality of programming teaching determines the level of programming education goals.The learning of programming concepts is the basis and starting point of programming teaching,and has an important impact on the quality of programming teaching.However,due to the abstract characteristic of programming concepts,some students often understand concepts by rote learning,failing to achieve the teaching objectives of deep cognition and effective application of concepts.The researches on conceptual learning in mathematics,science and other subjects with the embodied cognition theory have shown that cognition is not only a process of "computation" by the brain system,but a process of interaction between the body and the external world.Incorporating physical activity in the learning process and strengthening interaction with the learning environment can effectively improve the quality of conceptual learning.However,the relevant research on the application of embodied cognition theory to programming concept learning is still insufficient.Therefore,it is necessary to study how to construct a design framework for primary school programming concept teaching activities based on embodied cognition theory,and verify as well as improve the framework in teaching practice to achieve the deep learning of programming concepts.In order to design programming concept teaching activities guided by embodied cognition theory,this research proposed the CEIR Framework by comprehensively analyzing the available teaching frameworks and teaching design principles of embodied cognition theory such as IEF,LEAF,4E,etc.The framework consists of four modules,namely physical comparison,experience and development,multidimensional interaction,cognitive reflection and has the key elements and implementation points for each module.This study adopted the action research method to verify the effectiveness of the CEIR framework and improve its key elements and implementation points.The study recruited the primary students from an artificial intelligence community in Fuzhou city,selected the three programming concepts of "event","variable" and "conditional loop" as the teaching content,and implemented three rounds of teaching experiments.In the experiments,the DOP concept learning depth evaluation model based on the DOK model and knowledge tests were used to examine the students’ conceptual text interpretation depth and concept application,and evaluate the students’ programming concept learning performance respectively.Combined with classroom observation method and interview method,this study also focused on the changes of students’ classroom participation and their positive emotions.After the experiments,this study improved the key elements and implementation points of the CEIR framework respectively on the basis of reflecting on the teaching design and students’ learning performance.The results of the three rounds of experiments show that:(1)On the overall level,students’ interpretation of concepts and texts become more deeply,and the accuracy of the knowledge tests continues to improve;(2)On the individual level,students’ classroom participation continues to improve,and they are more interested in subsequent programming.The research conclusions show that the CEIR framework is of high feasibility in teaching practice and can be used as a teaching activity design framework to support concept learning;Moreover,the programming concept teaching based on the CEIR framework can effectively improve students’ conceptual learning performance,participation in courses and interest in concept learning.However,due to the limitation of experiment time,the teaching content only involved three programming concepts.And because the number of research samples is small and the age level is single,the following research will be further improved.