Research On Senior High School Physics Teaching Design From The Perspective Of Embodied Cognition

Under the influence of the dualism of mind and body and test-oriented education,traditional classroom teaching is mainly based on teacher lectures,with a single teaching method,focusing on cultivating thinking skills,ignoring the role of the body in learning,and the subjective status of students has not been reflected.As the second generation of cognitive science,embodied cognition theory found that the body has the function of cognition,and cognition,thinking,memory,learning,emotion and attitude are shaped by the activities of the body on the environment.The implementation of the new curriculum reform is carried out under the guidance of the "people-oriented" teaching philosophy,focusing on the comprehensive development of students' morality,intelligence,physical education,and labor,and striving to create contextual and life-oriented teaching to effectively promote student learning.There are few empirical researches on embodied cognition in high school physics teaching,so this article has certain research significance.Design high school physics teaching from the perspective of embodied cognition theory,respect students' subjective status,guide the design of high school physics teaching activities that effectively integrate cognition,body,and environment,so that students' bodies can effectively participate in the created teaching situation In this,the construction and understanding of knowledge is completed through the participation of body organs and active physical and mental interaction.This article first sorts out the relevant literature of embodied cognition theory,analyzes the current status of the research and application of embodied cognition theory in recent years,summarizes its development process and connotation,and clarifies the characteristics of embodied physics teaching.In order to understand the current application status of embodied cognition theory in high school physics classroom teaching,a teacher questionnaire was compiled to investigate and found that the current classroom physics teaching method is single,mainly teaching and teaching,students passively accept knowledge and ignore students' bodies in teaching Feeling and initiative,leading to a lack of students' ability to actively acquire and accept knowledge,low learning efficiency,and a single way of teaching evaluation.Secondly,it explains the principles of instructional design under the guidance of embodied cognition theory-embodied principle,contextual principle,interactivity principle,and the framework of instructional design process-front-end analysis,curriculum design,teaching process implementation,and teaching evaluation.On this basis,the "friction force" is taken as an example for teaching case design and teaching practice research.Finally,the teaching practice uses the experimental class and the control class for research.The experimental class uses the teaching design guided by embodied cognition to teach,and the control class uses the traditional teaching method to teach.After the teaching is completed,test questions and classroom teaching questionnaires are issued to test the students in the two classes.The SPSS statistical software is used to analyze the data of the experimental class and the control class,and the following conclusions are drawn: Teaching under the perspective can significantly improve students' physics learning performance,effectively improve student learning efficiency,help students understand and master the knowledge of friction,and significantly improve students' relevance understanding and migration understanding ability.The improvement of memorization and comprehension is not obvious.It has a positive impact on students' understanding ability,problem-solving ability,emotional attitude,learning style and thinking level.Teaching under the perspective of embodied cognition helps to induce students to learn more effectively.