Research On History Teaching Strategy Of Junior Middle School From The Perspective Of Embodied Cognition Theory

Embodied cognition redefines the relationship between body,cognition and the world.It does not regard man as a complex machine,nor does it regard man’s mind as detached,but as a subject with enthusiasm and creativity.The realization of man’s subjectivity needs to interact with the world through his body.Nowadays,the study of this theory is deepening day by day,and its influence in the field of education is getting bigger and bigger.In actual history teaching,under the influence of the traditional concept of separation,the teaching is dominated by audio-visual,and most students are "learning from the neck up".The body function is instrumented or ignored directly,and the memorization and recitation of historical knowledge are emphasized.However,embodied teaching is a criticism and opposition to the traditional teaching method of shaping the mind and restraining the body,advocating the return of the body in teaching,and constructing an experiential teaching mode rooted in a certain situation.In order to better study the history teaching in junior middle schools from the perspective of embodied cognition theory,a questionnaire survey should be carried out on the teachers and students of three junior middle schools in Henan Province.And interviews with representative history teachers,including novice teachers,backbone teachers,expert teachers and so on,according to the communication with different teachers,a detailed understanding of junior high school history teaching situation.Through a series of practice,it is found that junior middle school history teachers have a strong sense of "lifelong learning" and the concept of "people-oriented" is deeply rooted in people’s hearts,which is the performance of progress.At the same time,it is found that students lack of physical freedom,environment creation is not comprehensive,generative teaching needs to be improved,and physical evaluation is ignored in the evaluation process.At present,the reasons for the above problems in junior middle school history teaching are as follows: teachers have insufficient understanding of embodied cognition and lack of embodied concept;Teachers’ body language is simple and emotional appeal is lacking.The current learning results are based on grades,focusing on knowledge acquisition and so on.On the basis of investigation and analysis,based on principles of subjectivity,scientific,suitability and developmental,from the perspective of teacher is put forward to set up the body of the teaching concept,build the generated target teaching way,try thinking,creating and teaching environment and congruency of teaching evaluation and so on,and through the fragments of part teaching practice,and cognitive theory was applied to reality.And cognitive theory is combined with the junior middle school history teaching,the combination of hope from a new Angle to study the junior middle school history teaching,through the play the role of the body is in a certain environment promote the development of the students’ thinking,and adopt appropriate strategies to arouse students’ interest in junior middle school history discipline,to improve the quality of junior middle school history teaching to provide a train of thougt.