Embodied Cognitive Perspectives on Teaching Strategies of Museum-School Co-operation:A Case Study of Xinjiang Classes in X School
Embodied cognition theory is the development of the second generation of cognitive science,which focuses on the relationship between the cognitive subject and cognitive object in the cognitive field,and coincides with the teaching concept of museum-school co-operation of multi-connectivity and co-creation and sharing.The teaching strategies of museum-school cooperation under the perspective of embodied cognition include multi-dimensional assessment to comprehensively measure students'learning indicators,multi-sensory immersion to create an immersive learning environment,and multi-subject interaction to clarify the relationship between the museum-school and the teacher-student relationship for the path of co-creation and win-win situation.The Xinjiang class of X School is guided by this strategy,which has enriched the students'cultural and practical activities in the curriculum,and has also achieved the optimisation of the allocation of educational resources for the museum-school co-operation.
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