The Basis, Value and Path of Integrating Embodied Cognition into High School Career Education

Abstract

Embodied cognition has received a lot of attention in recent cognitive research, and how embodied cognition can be integrated into high school career education is the question of this study. The purpose of the study is to discover the relationship between modal simulation, conceptual metaphor in embodied cognition and high school career education. To integrate embodied cognition into high school career education, it is important to pay attention to the contextual nature of the career education field, emphasise the systematic nature of the career education curriculum, and seek to create a new pattern of career parenting. Integrating embodied cognition into high school career education is a way to improve the quality of high school students’ cultivation, meet the actual needs of high school students’ development, and is of great significance in effectively meeting students' needs and in the cultivation of cognitive generation, emotional experience and behavioural orientation.