Study On The Biological Concept Teaching In High Schools Based On The Embodied Cognition

Along with the deepening of research in embodied cognition, embodied cognition views on more and more influence in education,and began to have cognitive application in the biology teaching practice and related research.This research is mainly based on the biological concept of teaching practice of embodied cognition.This paper based on the body with a comprehensive overview of the cognitive theory, through the teaching practice, the research of biological concept teaching is based on the embodied cognition, and have achieved satisfactory teaching effect. That is: first, through the questionnaire survey method, the high school biology teacher in two school in Yugan County of Shangrao city were investigated to understand the biology concept teaching in middle school, and understand the problems of high school biology concept teaching.Then, in the experiment as the main research method, randomly selected from Yugan County, Shangrao City, a high school senior grade two classes as the subjects, using conventional teaching(mainly taught) and with different teaching strategies based on the cognitive view, this paper again for the experimental group and the control group after examining the data and get conclusion.Studies have shown that, the embodied cognition based teaching, can let the students in biology class form the biological scientific concept through the practice operation, and can effectively improve students’ biology achievements.However, due to the teaching strategy based on the embodied cognition can be varied, it has yet to be further studied and perfected.