Abstract
Preschool teacher training is an effective way to promote the professional development of Preschool teacher. Embodied cognition emphasizes the important role of body participation in teachers' learning and advocates the harmonious unity of body, mind and situation. Using the embodied cognition theory, Preschool teacher 'training has the realistic dilemma of "de-somatization" of training objectives, "de-practicality" of training content, "de-experientialization" of training methods, and "de-contextualization" of training places.
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