From disembodied to embodied: the embodied transformation of children's architectural education learning situation design

Abstract: The current traditional teaching mode of children's architectural education makes children's bodies detached from the situation, and there are problems such as abstract knowledge, single perception, and lack of practice. Based on the concept of embodied learning, this paper proposes a design strategy for embodied learning situations, and on this theoretical basis, designs and implements children's educational practice services based on Huayao's traditional architectural culture. Firstly, through literature research, based on situational learning and embodied cognition theory, analyze the characteristics of children's cognition, explore the internal connection between situation and children's architectural education, discuss the significance of embodied theory in the design of learning situations, and draw the conclusion of the learning process of embodied situations. Three stages, namely perception, engagement, and reflection on the situation. On this basis, it proposes the design strategy of embodied learning situation, and discusses four aspects: daily cultural situation, embodied resource situation, role task situation, and evaluation generation situation. Provide an effective reference for the design of architectural education activities for children, and design learning situations through embodied concepts to help children in architectural education activities to explore interaction, knowledge transfer, and cultural generation, and improve creativity and innovative thinking.

Keywords: embodied learning, architectural education for children, situational cognition, situational design

DOI: 10.54941/ahfe1002386

Cite this paper:

​