A Transdisciplinary Perspective on Embodied Learning to Enhance Educational Outcomes and Physical and Mental Health

以跨学科视角看待体现学习以提高教育成果和身心健康

• 批准号: 2200358
• 金额: --
• 依托单位: Durham University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2200358
• 关键词: Transdisciplinary; Perspective; Embodied; Learning; Enhance

This research will draw together and build onfragmented, trans-disciplinary embodiment theory,relating it to primary education and placing the body ascentral to pedagogy. It will examine attitudes towardembodiment in primary schools, research and articulateunderpinning principles of embodied practice andlearning and propose ways embodiment might beextended and embedded in primary education.In response to current public health concerns, it willexplore the potential impact of embodied practices andlearning on children's health and wellbeing. It willinvestigate how and why embodied approaches canenhance learning and increase motivation andengagement.It will engage with embodiment professionals andeducators using a mixed methods design, includingsurveys, focus groups, observations and semi-structuredinterviews, as well as ongoing reflective movementpractice and diary. Outcomes will include: a set ofprinciples of embodiment and embodied learning,with a workable definition, language and rationale;evidence identifying practices, attitudes and barriers toembodied learning in schools; mapping of embodiedpractices in English primary schools; a framework forembodied pedagogy, providing structures for embeddingmovement and embodied learning throughout the schoolday; a model for embodied research.The perspective will help educators enhance motivationand learning across all curriculum areas, benefittingmental and physical health for both children andteachers. Integrated into teacher training andprofessional development, findings have the potential totransform school-based practices, benefitting educationand impacting persistent and challenging contemporarychild-health issues.

本研究将汇集并建立一个分散的、跨学科的体现理论，将其与小学教育联系起来，并将身体置于教育学的中心。它将调查小学对体现的态度，研究和阐明体现实践和学习的基本原则，并提出在小学教育中扩展和嵌入体现的方法。为了应对当前的公共卫生问题，它将探讨具体做法和学习对儿童健康和福祉的潜在影响。它将调查如何以及为什么具体化的方法可以加强学习，增加动机和参与。它将采用混合方法设计，包括调查、焦点小组、观察和半结构化访谈，以及持续的反思运动练习和日记，与体现专业人士和教育者合作。结果将包括：一套具身化和具身化学习的原则，具有可操作的定义、语言和基本原理；确定学校具体学习的做法、态度和障碍的证据；小学英语教学中具体实践的映射一种框架形式教学法，为贯穿在校的嵌入运动和具身学习提供结构；具身研究的模型。这种观点将有助于教育工作者提高所有课程领域的积极性和学习能力，有利于儿童和教师的身心健康。将研究结果纳入教师培训和专业发展，有可能改变以学校为基础的实践，使教育受益，并影响持续存在和具有挑战性的当代儿童健康问题。