Theory and Practice of Dance Teaching Alleviating Students' Psychological Pressure from the Perspective of Embodied Cognition
Xiaolu RenAbstract
Objective
Students are plagued by psychological pressure from study and life, which leads to emotional depression, unstable mental states and impaired mental health. From the perspective of embodied cognition, this study explores the theoretical basis and practical path of dance teaching in relieving students' psychological pressure, aiming to provide an effective way to relieve psychological burden, stabilize mental state and protect students' mental health.
Subjects and Methods
Taking 70 students with different levels of psychological pressure as subjects, this study adopts literature research, experimental teaching and psychological evaluation methods. It constructs a dance teaching mode based on embodied cognition, carries out targeted teaching practice, and analyzes the correlation between dance practice, psychological pressure relief and mental health improvement.
Results
The dance teaching mode based on embodied cognition effectively relieves students' psychological pressure, alleviates negative emotions, stabilizes their mental state and improves their mental health level. Embodied dance practice can enhance students' emotional perception and regulation ability, helping them release psychological pressure and maintain a positive mental state.
Conclusions
Embodied cognition provides a scientific theoretical basis for dance teaching to relieve students' psychological pressure. Dance teaching, based on embodied practice, can effectively relieve psychological burden, optimize mental state and protect students' mental health. It is a practical and feasible way to carry out mental health education and promote students' physical and mental development.
Corresponding Author
Xiaolu Ren, School of Music and Dance, Weifang University, Weifang 261061, China.