Research On Chemistry Teaching Practice In Senior One Based On Embodied Cognition Theory

Chemistry is an important basic science.Chemistry teaching is of great significance for human beings to use chemistry to understand the material world and develop their own cognition.Senior one is the key stage of learning chemistry.Under the background of the "double reduction" policy and the "3+1+2" model of the new college entrance examination,it is an urgent problem to explore more efficient cognitive ways to adapt to the new learning environment.Embodied cognition emphasizes knowledge processing by combining multiple senses with environmental factors.It is a cognitive way that pays attention to physical participation,which is consistent with the needs of Chemistry Teaching under the "3+1+2" mode of the new college entrance examination.By reading the relevant literature of embodied cognition theory,summarizing the research status of embodied cognition theory at home and abroad,understanding the connotation of embodied cognition theory and the application research of this theory in the field of education,it is found that there are few studies on the application of embodied cognition theory to high school chemistry teaching,and the design of embodied chemistry teaching can enable students to gain embodied experience and further develop their cognition.This paper investigates the situation of senior one students’ learning chemistry in the form of questionnaire.It is found that students have problems such as inappropriate learning methods,lack of understanding of abstract knowledge,high learning pressure and so on,while students are very interested in the interactive classroom.After interviewing teachers,it was found that teachers did not understand the specific concept of embodied cognition theory,but embodied the characteristics of embodied cognition in teaching.Teachers recognized the role of embodied cognition theory in chemistry teaching.On the basis of previous studies,according to the role of brain and body environment in the process of cognition,this paper summarizes the characteristics of Chemistry Teaching under the theory of body cognition,that is,psychological embodiment,behavioral embodiment and spatial embodiment.Combined with the results of questionnaire survey and teacher interview,the teaching implementation framework is designed and the chemistry teaching design and practice of senior one are carried out.This paper presents two teaching cases of "ionization of electrolyte" and "quantity of substance".During the practice,the teacher’s evaluation and students’ learning feedback are recorded.After the practice,the teaching practice results are analyzed in combination with the results of the pretest and posttest,the interview results of students and the comprehensive evaluation of chemistry teachers.From the analysis results,it is found that the chemistry teaching of senior one under the theory of embodied cognition can improve students’ interest in learning,deepen students’ memory and understanding of knowledge,promote students’ problem-solving efficiency and academic performance,and improve students’ participation in class to a certain extent.