Body,Cognition,Context:Logical Determination,Value Implications and Action Paths of Interdisciplinary Thematic Learning in Physical Education and Health
The theory of embodied cognition aims to criticize the dualistic narrative of the traditional cognitive theory,which is charac-terized by"detachment from the body",and based on the monism of the unity of body and mind,and it constructs the centrality of the body,the experiential nature of cognition,and the interactivity of the context,and emphasizes that cognition is a result of the body,the context and their interactive activities.Based on the theory of embodied cognition,the value implication of interdisciplinary theme learning in PE and health is examined,and it is argued that interdisciplinary theme learning in PE and health can explore body resources and perceive the world in person at the body level;it can also alleviate contradictory views and reshape cognitive ways at the cognitive level;and it can enrich situational experience and improve practical ability at the contextual level.Accordingly,the paper proposes a path of physical action for interdisciplinary thematic learning in sports and health:clarifying the theme of learning activi-ties of"body thinking",constructing the design of learning activities of"body and mind as one",and setting up the context of learn-ing activities of"body generation"and to emphasize the reflection of learning activities of"structure nature".
school physical educationembodied cognitionphysical education and health curriculuminterdisciplinary thematic learningaction paths
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