Embodied Cognition Perspective on Political Education in College PE Curriculum

DOI: https://doi.org/10.62517/jhet.202615240

Author(s)

Hongmei Qi1, Xiuhai Shang2,*

Affiliation(s)

1Department of Physical Education, Hangzhou Polytechnic, Hangzhou, Zhejiang, China 2Department of Physical Education, Changzhou Vocational Institute of Industry Technology, Changzhou, Jiangsu, china *Corresponding Author

Abstract

There are existing studies of college physical education curriculum-based value education, which only focus on "grafting value elements onto the curriculum", but don't have a theoretical explanation of the intrinsic education mechanism. This paper analyzes the education mechanism of college physical education curriculum-based value education based on embodied cognition theory. According to embodied cognition theory, physical education curriculum has embodied education advantages: immediacy in body experience, tension in competitive situation, and constancy in habit-forming regularity. Therefore, we establish a three-dimensional educational mechanism of perception and experience, situation and immersion, practice and internalization, the intrinsic logical sequence of "activation of perception, immersion of situation, practice consolidation"; First of all, the study closes the research gap in the academic interpretative theoretical dimensions of the "bodily dimension" in value-oriented education of physical education curriculum and the theoretical basis of instructional design.

Keywords

Embodied Cognition; Value-Oriented Education in PE Curriculum; Educational Mechanism; Bodily Participation; Value Internalization

References

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