Research On Chemistry Teaching Design Based On Embodied Cognitive Theory

For a long time,due to the influence of traditional cognitive concepts and exam-oriented education,the middle school chemistry classroom is still mainly based on the teaching of teachers,resulting in the neglect of the student's subjective status and the inability to actively explore and construct knowledge.The embodied cognitive theory is the main idea of the second generation of cognitive science.In order to make students 'subjective position play better and effectively promote students' learning,the teaching design guided by embodied cognitive theory provides us with a good teaching paradigm."Electrolyte" is the key content of the entire high school chemistry study,and the degree to which students master it directly affects the subsequent learning of related knowledge.Therefore,this study selects electrolytes for teaching design guided by embodied cognitive theory,hoping to provide a certain reference for middle school chemistry teachers.The paper summarizes the research status of embodied cognition theory at home and abroad,empirical research on embodied cognition abroad and the application of domestic embodied cognition theory in the field of education,and clarifies the development process and connotation of embodied cognition theory.Get relevant revelation from it.The thesis conducted a small-scale survey on the status quo of embodied cognitive teaching in middle school.Through questionnaire surveys and interviews,it was found that embodied cognitive theory has not been well recognized and applied in chemistry teaching.On the basis of the above work,the paper summarizes the characteristics of chemistry teaching under the guidance of embodied cognition theory and the teaching design ideas and strategies,emphasizing that chemistry teaching based on embodied cognition can embody the situation and stimulate cognition from the context;activities Embodying and enhancing cognition;interacting with embodying and deepening cognition are launched in three aspects.It is proposed that teaching should be closely connectedwith life and create a good situation;attach importance to chemistry experiment teaching;carry out diverse learning activities;advocate group interaction.Based on the above theoretical ideas,the thesis took "electrolyte" as an example for teaching design,and carried out teaching practice to test the teaching effect.The study found that the instructional design has a certain teaching effect: teaching guided by the embodied cognitive theory helps to transform students' learning style;embodied experience triggers more effective learning.At the end of the thesis,the problems existing in the research institute are sorted out and prospected.