Research On The Design Of High School Geography Classroom Teaching Based On Embodied Cognition Theory

With the rise of embodied cognitive theory,a representative of the second generation of cognitive theory,the traditional mind-body dualism has begun to be rethought by scholars.Embodied cognitive theory points out that the body,mind and environment are dynamic and interactive relationships.Today’s high school geography teaching still tends to focus on knowledge transfer,which makes it difficult for students to truly participate in the geographic environment to acquire knowledge and skills guided by core literacy.The study firstly adopts the literature research method to sort out the current research status of embodied cognitive theory and related theoretical concepts,and form a theoretical guide for the design of high school geography teaching and learning,and on the basis of the theoretical research,the current situation of high school geography teaching and students’ learning styles are investigated and analyzed through questionnaires and interviews.On the basis of theoretical research and current situation survey,we propose that the design of high school geography classroom teaching based on embodied cognitive theory should follow the principles of physical and mental participation,contextual perception,activity interaction and experience generation,create the process of high school geography teaching design based on embodied cognitive theory,and propose the basic strategies of high school geography teaching design under the guidance of embodied cognitive theory: first,generate embodied teaching objectives by multiple analysis;second,contextualize the embodied mind and soul.Second,to contextualize the teaching process of body-mind interaction;third,to promote the synergistic development of body and mind through multiple evaluation designs;fourth,to summarize the teaching process and give feedback on the teaching design.Through the above instructional design strategies,we aim to guide the high school geography classroom teaching to achieve the purpose of cognitive enhancement under the participation of students’ body and mind.Under the guidance of the instructional design strategy,a teaching case of Soil was designed,and two senior classes of X City T High School were selected for a controlled teaching experiment through the experimental research method,and the experimental class adopted the teaching method guided by the embodied instructional design,while the control class adopted the traditional teaching method of teacher lecture and student listening.The experimental class used the teaching method guided by the embodied cognitive theory,while the control class used the traditional teaching method of teacher lecture and student listening.