ARTICLE
Volume 10,Issue 8
11 June 2024
Exploration and Practice of Life Education Curriculum Based on Embodied Cognition Theory
Jing Zhang
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1
Wenzhou Medical University, Wenzhou 325000, Zhejiang Province, China,
JCER 2024 , 8(5), 270–275;
https://doi.org/10.26689/jcer.v8i5.6932
Abstract
In recent years, the suicide rate of adolescents has been increasing year by year, and life and health problems have become the most important in education. It is urgent to promote the construction of the curriculum of life education effectively. In view of the “vacuity” and “fragmented” state of traditional life education, this paper combs the teaching objectives, teaching contents, teaching methods, and teaching evaluation of life education from the perspective of embodied cognition theory, to explore the construction of positive experience of life education curriculum.
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