Research On The Teaching Methods Of Ideological And Political Course In Junior Middle School From The Perspective Of Embodied Cognition

The ideological and political course in junior middle school is one of the vital ways of ideological and political education in my country,which has the crucial responsibility of cultivating qualified young people with ideals,morality,culture,and discipline.However,there are many grievous problems affecting the teaching quality in junior middle school ideological and political courses,and we have to seek "fresh forces" to carry out teaching reform.Embodied cognition theory is a theory developed from philosophy and psychology to study the nature and process of human cognition.Since cognition and learning are closely related,the theory of embodied cognition has gradually become a frontier theory discussed in educational circles in recent years.It provides a different epistemological point of view for teaching,which plays an important role in improve teaching quality and promoting the development of teaching theory.Based on the teaching practice of ideological and political courses in junior high schools,this topic constructs a thesis framework with problem analysis,theoretical combing,theoretical integration,practical research and dialectical evaluation as the writing route.It mainly includes the following five parts : Firstly,Using interviews,questionnaires and on-site observations,grasp the overall situation of the current junior middle school ideological and political teaching.It includes three facets:the achievements gained,the problems faced and the reasons for the problems.Secondly,from the whole process of generation to development,sort out the background,main content and development trend of embodied cognition theory.Thirdly,Embodied cognition theory puts forward new demands for teachers and students in terms of teaching philosophy and teaching behavior.Fourthly,The theory of embodied cognition is explored and applied in the whole teaching process of ideological and political courses in junior middle schools(including teaching design,teaching mode and teaching evaluation).Fifthly,use the Marxist dialectical analysis method to comprehensively analyze the benefits and drawbacks of embodied cognition theory in the teaching method reform of ideological and political courses in junior high schools.Through in-depth analysis,it can be seen that the application of embodied cognition theory in the teaching of ideological and political courses in junior middle school can effectively improve the teaching effect.Even if there are some limitations in the process of its application,it still offer an useful strategy for optimize the teaching method of ideological and political course in junior middle school,and has significant theoretical and practical value.Therefore,the future teaching method reform of ideological and political courses in junior middle schools should include a route of method under the guidance of moderate embodied cognitive theory.