Concept Construction of Embodied Learning Based on "Life-Practice"

Abstrak

Returning to the body is a key path for education to revert to its essence, responding to the era's value demands for human development. Current theoretical research on Embodied Learning focuses on the integrity of cognition, the body, and the environment, yet there is still a need to expand its theoretical perspective. This study adopts the literature research method, classroom observation method, and case study method to construct the concept of Embodied Learning based on "Life-Practice" Pedagogy. With a multi-disciplinary examination of the body as its theoretical foundation, the study clarifies the internal relationship between "Life-Practice" Pedagogy and Embodied Learning, and extracts the essential characteristics of Embodied Learning: taking the body of a concrete individual as the subject, taking the overall organic interaction between the body and the environment as the approach, taking the body's perceptual practice as the driving force, taking neural mechanisms and perceptual experience as the core, and aiming at the development of human life. Finally, it proposes practical paths for classroom Embodied Learning from the practical perspective, providing new ideas for the theory and practice of Embodied Learning.