Research on Instructional Design Based on Embodied Cognition Theory in "Singing &amp; Playing · Music" for the First Stage of Chinese Primary School

Chen Liu

doi:10.47297/wspiedWSP2516-250013.20261002

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Research on Instructional Design Based on Embodied Cognition Theory in "Singing & Playing · Music" for the First Stage of Chinese Primary School

10卷第2期

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Research on Instructional Design Based on Embodied Cognition Theory in "Singing & Playing · Music" for the First Stage of Chinese Primary School
Research on Instructional Design Based on Embodied Cognition Theory in "Singing & Playing · Music" for the First Stage of Chinese Primary School
Wuhan Conservatory of Music, Wuhan, Hubei, 430060, China
2026年10卷第2期页码：64-71
纸质出版：2026-02-28
DOI：10.47297/wspiedWSP2516-250013.20261002
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Chen Liu. (2026). Research on Instructional Design Based on Embodied Cognition Theory in "Singing & Playing · Music" for the First Stage of Chinese Primary School. 国际教育与发展（英文版）, 10(2), 64-71.

Chen Liu.Research on Instructional Design Based on Embodied Cognition Theory in "Singing & Playing · Music" for the First Stage of Chinese Primary School[J].Journal of International Education and Development,2026,10(02):64-71.
Chen Liu. (2026). Research on Instructional Design Based on Embodied Cognition Theory in "Singing & Playing · Music" for the First Stage of Chinese Primary School. 国际教育与发展（英文版）, 10(2), 64-71. DOI： 10.47297/wspiedWSP2516-250013.20261002.

Chen Liu.Research on Instructional Design Based on Embodied Cognition Theory in "Singing & Playing · Music" for the First Stage of Chinese Primary School[J].Journal of International Education and Development,2026,10(02):64-71. DOI： 10.47297/wspiedWSP2516-250013.20261002.

摘要

Abstract

Embodied cognition theory has been effectively applied across many disciplines However

research on its application in music education mostly remains at the conceptual level

with limited practical use in Chinese primary school frontline teaching. This paper first reviews the literature to identify basic principles for using embodied cognition theory in music teaching

analyzing the absolute advantages of embodied cognition theory in music learning. Then

starting from the development of "Singing

Playing · Music" in the first stage of primary school and the physical and mental development characteristics of students in this stage

the importance and significance of applying embodied cognition theory in this context. Finally

based on the author's teaching internship experience

specific instructional designs are developed using selected lessons from the

People's Music Publishing House

as examples. These designs focus on music movement

rhythm and body percussion

scenario creation

and multi-sensory linkage teaching. Addressing practical challenges in the classroom

the paper reflects on obstacles to implementing the theory and proposes optimization suggestions. The aim is to present the abstract theory

offering new references and ideas for frontline teachers.

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references

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Bruyn L. D. , Moelants D. , Coussement P. , et al . ( 2009 ). An interactive sound recognition game for primary school children . Paper presented at the 4th Conference of the European Network of Music Educators & Researchers of Young Children .

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Shang J . K . ( 2025 ). Foundations of music education. Higher Education Press .

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Research on Instructional Design Based on Embodied Cognition Theory in "Singing & Playing · Music" for the First Stage of Chinese Primary School

Research on Instructional Design Based on Embodied Cognition Theory in "Singing & Playing · Music" for the First Stage of Chinese Primary School

DOI：10.47297/wspiedWSP2516-250013.20261002

摘要

Abstract

关键词

Keywords

references