| As the main content of the second generation of cognitive science,embodied cognition has become a new research orientation of current cognitive psychology,and it is also a frontier hotspot in related fields.Different from traditional cognitivism,embodied cognitive theory takes the body as the cognitive subject,emphasizing the concreteness,situationality,and generativeness of cognition.The proposal of embodied cognitive theory injects new vitality into the teaching of high school physics classroom,and also provides a new research perspective for the study of high school physics teaching design,that is,to try to optimize and improve the current high school physics teaching design and teaching practice under the guidance of embodied cognitive theory.This thesis sorts out the current research status of embodied cognitive theory in the field of education,and finds that the research of embodied cognition theory in the field of education is relatively hot,but there are few studies that combine embodied cognition theory with high school physics teaching design.The literature research method is used to sort out the origin,related concepts,connotations and core ideas of embodied cognitive theory in detail.Then,from the perspective of embodied cognition,the academic analysis of high school physics teaching is carried out,and it is found that high school physics teaching shows strong concrete color in terms of curriculum nature,curriculum concept and classroom teaching.However,due to the influence of traditional cognitive psychology,the "detachment" maladies of classroom teaching are manifested as "de-lifeization","de-lifeization","separation of theory and practice","formalization and proceduralization" of classroom teaching.Through student questionnaire surveys and teacher interviews,it is found that the current high school physics classroom teaching has been effectively improved with the advancement of education reform,but there are still obvious deficiencies,mainly manifested in the fact that students’ learning interest needs to be cultivated,physics experiments need to be strengthened,classroom interaction needs to be strengthened,and physical education value needs to be developed.Based on the theory of embodied cognition and the current situation of classroom teaching,the study proposes the design principles based on concreteness,contextuality and interactivity,and proposes design implementation strategies from four dimensions: body,environment,situation and interactive activities.Specifically,the embodied high school physics teaching design takes the body as the starting point,highlights the learning subject status of the student’s body,optimizes the physical,psychological and technical support environment design of the classroom,creates a living,interesting,and diversified physical situation in which the real sense,reality,and offline coordinate with each other,and enhances the physical and mental interaction between teachers,students,and students in classroom teaching by strengthening physical experiments,advocating classroom discussion,and infiltrating the optimal design of the history of physics,and enriching the positive physical and mental experience of students.Based on this,the study takes Luke’s version of "Free Fall Movement" and "Scientific Inquiry: Elasticity" as examples to optimize the concrete teaching design,and applies it to teaching practice,discovers design problems,and summarizes practical experience. |
