Abstract
In recent years, the suicide rate of adolescents has been increasing year by year, and life and health problems have become the most important in education. It is urgent to promote the construction of the curriculum of life education effectively. In view of the “vacuity” and “fragmented” state of traditional life education, this paper combs the teaching objectives, teaching contents, teaching methods, and teaching evaluation of life education from the perspective of embodied cognition theory, to explore the construction of positive experience of life education curriculum.
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