Embodied Turn in Classroom Teaching Design in Open University-Based on Embodied Cognitive Theory Perspective

Xiaojing XU


With the deepening of teaching reform, classroom teaching design reform has become an important research topic. It is not difficult to find that the current classroom instructional design of the Open University still stays in the traditional paradigm of disembodied cognition”, which will inevitably have a restrictive impact on the improvement of the teaching quality of the Open University. As an emerging research field in psychology, embodied cognitive theory contains rich educational and teaching implications, which provides new perspectives and enlightenment for the observation and examination of the teaching design of the Open University. In order to effectively achieve the goal of talent training, better reflect the principle of teaching according to aptitude, and effectively solve the needs of classroom teaching, this paper uses the embodiment, situationality and generativity of embodied cognitive theory as the guiding principles of teaching design, and puts forward the practical path of embodied turn in the teaching design of Open University: the establishment of embodied design framework, the construction of embodied teaching field and the implementation of embodied teaching process.


Embodied cognition; Open University; teaching design; embodied turn

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DOI: http://dx.doi.org/10.3968/13007


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