On Teaching Strategy Of Physics In Junior Middle School From The View Of Embodied Cognition Theory

Physics in junior school is very difficult for junior students, for that reason, education field pay attention to physics class teaching in junior school. Since 2000, our world has turned into an era of knowledge-based economy and global economic integration, high-quality persons are needed in this situation. Education field is critical for cultivating high-quality person, and class teaching is the most critical in education field.The dissertation discusses physics class teaching in junior school strategy optimization study from the view of embodied cognition theory. We summarize the basic use of embodied cognition and put it into practice in education field, we propose the idea of using embodied cognition to physics class teaching in junior school strategy optimization, we take a junior school in Guangdong Province for example to analysis the use of embodied cognition to physics class teaching in junior school strategy optimization, to find and summarize some practical experience and innovation point of the use of the theory, to provide some experience and reference to physics class teaching in junior school.According to the background, the present research poses the problem of the research from the aspect of fact to theory; and review the concept of the research, embodied cognition and teaching strategy and the research status of them; we use questionnaire survey method, observation method and interviewing method to discuss the use of embodied cognition theory to physics class teaching in junior school, We also discuss the meaning of embodied cognition theory to education field, make a deep research of the situation of physics class teaching in junior school, We also want to deepen the thought of new curriculum reform, promote the development of teachers’ teaching skills and profession development and increase students’ interest of studying physics. So the purpose of research includes theoretical and practical aspects.We state the origin thought of embodied cognition theory by Martin Heidegger, Merleau-Ponty, John Dewey; then compare embodied cognition theory with disembodied cognition theory. The disembodied cognition theory proposes that mind is independent of body, embodied cognition theory proposes that mind, body and situation are an indivisible integral whole; lastly we compare constructivism with embodied cognition theory. The embodied cognition theory is more appropriate for physics class teaching of junior school than constructivism.Physics class teaching of junior school faces with challenge from embodied cognition theory. We state the disadvantage of traditional teaching concept first, then state the request of new curriculum reform and new era tendency on physics class teaching of junior school, and tell the reason of improving physics class teaching of junior school with embodied cognition theory.We investigate the status survey of a junior school in Guangdong Province. The result of questionnaire survey indicates some problems in the school. Teachers only emphasize the basic theory and they seldom do experimental teaching. So they ignore the applying of physical knowledge; The major class teaching type is an injection type. It is an old strategy class management disjointed with effective teaching. Teaching evaluation is single, backward and unreasonable. Teachers-directed is very powerful, and they seldom care about students’feeling, so the relationship between teachers and students is inequality. Physics teaching is very difficult and teachers face high pressure, also their low teaching confidence results in low-effect or non-effect class teaching.We propose strategy optimization ways for physics class teaching in junior school from the view of embodied cognition theory, The ideas are updated, including the schools’idea, teachers’idea and students’ idea, which will make teaching and studying more efficient by the direction of embodied cognition theory; We use strategy like class teaching type, content, physical history, physical experiment and review after class, class meeting, physical class and counseling. Some single cases trace interview of teaching strategy show that it is very effective to use embodied cognition theory.We find that there are many problems in physical class teaching situation nowadays, we can use embodied cognition theory to solve these problems, and the trace interview indicates that it is effective to use embodied cognition theory to solve these problems; expectation and subsequent research can use empirical research to prove the effect of embodied cognition theory in physics class teaching in junior school strategy optimization, the theory can also be used in the teaching activity in some other subjects, so it is good to do some empirical research with the theory in some other subjects.