Construction of an Embodied-Cognition-Based Classroom Teaching Evaluation Model Using Multimodal Perception

Abstract

Traditional classroom teaching evaluation is deeply influenced by disembodied rationalism, spatiotemporal fragmentation, and technological alienation. Drawing upon embodied cognition theory and digital intelligence technologies, this study constructs an "embodied cognition" classroom teaching behavior evaluation model supported by multimodal perception. The model evaluates the practice of teachers and students across hybrid physical-virtual scenarios via five core dimensions: situational reconstruction, dynamic generation, bidirectional adaptation, verbal embodiment, and fusion of horizons. By orchestrating multi-source dynamic signals, the model achieves a paradigm shift in classroom evaluation from "post-hoc lag" to "dynamic symbiosis", while rationally empowering human teachers' "practical knowledge" and "educational empathy". This research aims to solidify a human-centered evaluative foundation, steering education toward its authentic mission of cultivating well-rounded individuals under the integration of science and education.