| The theory of embodied cognition is an important aspect of the development of the second generation of cognitive science,which provides a new theoretical direction for the development of front-line teaching activities.The mathematics teaching practice of junior high school students based on the theory of embodied cognition emphasizes the important role of physical experience in the classroom,and believes that the mind is embodied,and the cognition comes from the learners’ physical sense and movement experience,is rooted in the environment,and works together with the mind and body.The mathematical core literacy of mathematics discipline in junior middle school of compulsory education proposed in the Mathematics Curriculum Standards for Compulsory Education(2022 edition)is mainly embodied in the following nine qualities:abstract ability,computational ability,geometric intuition,spatial concept,reasoning ability,data concept,model concept,application awareness and innovation awareness.This study is based on the theory of personal cognition,Using the teaching environment provided by the author’s experimental school to target the cultivation of mathematical core literacy in junior high school,we conducted teaching designs with different levels of embodiment,and explored the classroom teaching of junior high school mathematics under the guidance of embodiment cognition.Through consulting and analyzing the domestic and foreign literature related to the theory of embodied cognition and the cultivation of mathematical core competence,this paper conducts an investigation and research on the current situation of the cultivation of the theory of embodied cognition and mathematical core competence of the mathematics teachers and students of X Middle School in Yinchuan City,and analyzes and collates the data collected,According to the current research situation and the cultivation goal of embodied cognitive theory and mathematical core literacy,we designed the instructional design framework for this teaching practice.According to the designed instructional design framework and the relevant theoretical research and current situation investigation collected in the early stage,we designed the teaching content of junior high school mathematics classroom under the guidance of embodied cognition.Finally,according to the designed three kinds of instructional designs with different degrees of embodiment,Three classes in the first grade of junior high school were selected for quasi-experimental research.One of the classes was the control class with non-physical degree,and the other two classes were the experiment class 2 and class 3 with low and high physical degree,respectively.The teaching design designed in the early stage was used as the experimental variable to ensure that the other irrelevant variables remained unchanged as much as possible,and the experimental content was "Understanding Triangle" in the third section of the fourth chapter of the second volume of the seventh grade mathematics textbook published by Beijing Normal University Press,Analyze the teaching effect of the control class and the experimental class during the experiment,the results of the pre-test and post-test,as well as the questionnaire survey and interview data of the experimental class after the experiment,to verify whether the experimental hypothesis of the effect of junior high school mathematics classroom teaching under the guidance of the theory of personal cognition on the cultivation of students’ teaching effect and mathematical core literacy ability is tenable at the beginning of the experiment.Through the investigation of cultivation status and the development of quasi experimental research,the research results of this paper are as follows:From the perspective of teachers,the teaching method of junior high school mathematics guided by the theory of embodied cognition can improve the interaction between teachers and students in the teaching process,and embodied cognition can also effectively improve the problems in junior high school mathematics classroom teaching and improve teaching efficiency.From the perspective of students,the integration of embodied cognitive theory has stimulated junior high school students’ interest in learning mathematics,and also improved their learning efficiency and core mathematical literacy. |
