Research On Senior High School Chemistry Concept Teaching Strategy From The Perspective Of Embodied Cognition

The teaching reform of chemistry curriculum has entered a new stage with the promulgation of the “ ordinary high school chemistry curriculum standard(2017 edition)”.The development of students' core literacy in chemistry through chemistry learning has become the focus of classroom teaching.As an important theory of the second generation of cognitive science,embodied cognition subverts the traditional psychology' s view that cognition is separated from the body and exists.It emphasizes the integration of body and mind,and provides new ideas for education and teaching research.In the study,the teaching strategy of high school chemistry concept was proposed based on embodied cognition theory,and its effectiveness and feasibility were discussed through teaching practice.The theoretical research of embodied cognition was further supplemented and integrated,and the research scope of embodied cognition theory in the field of pedagogy was expanded.The teaching of chemistry concept was guided in practice,and the teaching reference was provided for front-line teachers.The research content is mainly divided into the following four parts :The first part,present situation investigation.The questionnaire was used to investigate the current situation of chemical concept learning of senior one students,and summarize the existing problems,so as to provide practical basis for further research;The second part,strategy.By integrating the related thoughts of embodied cognition theory in education and teaching research,put forward the teaching strategies of high school chemistry concept from the perspective of embodied cognition;The third part,cases design and practical application.Applying the two teaching strategies to design teaching cases respectively,and applying the cases to teaching practice;The fourth part,effectiveness test.In the process of teaching practice,quasi-educational experimental design is adopted to test the effectiveness of the strategy in the conceptual knowledge learning of senior one students.Based on the above research,the preliminary conclusions are as follows :(1)There are some problems in the current situation of chemical concept learning,such as insufficient enthusiasm and ability of students,insufficient understanding of concepts,difficult understanding of abstract concepts,and fast learning in class;(2)Under the current research,the teaching strategies of high school chemistry concept from the perspective of embodied cognition are game-based embodied teaching strategy and experimental embodied teaching strategy;(3)When carrying out chemistry concept teaching from the perspective of embodied cognition,scientific design activities can improve students' physical and mental participation,change the way of concept construction,and let students experience the generation process of knowledge actively;(4)The teaching guided by the teaching strategy of high school chemistry concept from the perspective of embodied cognition is effective in learning chemistry concept knowledge,which can improve students' chemistry academic performance and learning abilities,and develop students' chemistry learning literacy.