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.
liu chen (Thu,) studied this question.