【关 键 词 】：
具身认知； 梅洛庞蒂； 现象学； 知识观； 学习观； 教学观
Embodied cognition originates from the critical reflection on the " dualism of body and mind " in philosophy. With the development of Merleau-Ponty 's idea of embodied cognition into the phenomenology of perception, the systematic theoretical system of embodied cognition is finally formed. Under the guidance of Merleau Ponty's embodied cognition, this paper discusses the knowledge view, learning view and teaching view of embodied cognition, in order to provide some reference for the development of embodied teaching. It is found that knowledge is gradually constructed and formed in the process of the interaction among the cognitive subject, the cognitive object and the environment, with distinct characteristics of involvement, situation and generation. Learning is a process in which learners fully integrate the natural environment they are in with the internal physiological resources of the organism to promote knowledge construction. In terms of the occurrence of learning, it is necessary to pay attention to the role of the body in knowledge learning. It is suggested that the environment needed for knowledge learning is provided to promote the occurrence of holistic knowledge learning. The ideal teaching is embodied,with the characteristics of sensory participation, unity of mind and body, and practice. It is a series of behavior combination carried out by teachers to promote learners' effective learning. To carry out teaching effectively, it is necessary to liberate students' bodies and construct a multimodal teaching environment, strengthen teaching intervention and choose interesting teaching content, emphasize physical experience and adopt the teaching method of learning by doing.