Research On The Design Of Study Travel Course Based On Embodied Cognitive Theory

The study travel course is a powerful exploration to further deepen the reform of b asic education curriculum and an important way to cultivate students’ core quality in th e new era,which is related to the educational goal of national talent training and covers the quality requirements of students’ future development.As the top-level planning an d basic link of the postgraduate travel course,the design of postgraduate travel course not only faces the operational dilemma of "emphasizing tour over study" or "emphasizi ng study over tour",but also latent problems such as students’ insufficient experience a nd lack of situational interaction caused by ideological deviation.It is particularly imp ortant to strengthen the theoretical exploration of course design when the study travel c ourse is fully rolled out.Embodied cognition theory emphasizes the importance of bod y sensation and environmental factors in the cognitive process,which provides a theore tical basis for the design of research travel courses,and reveals the questions of "why s hould we embody" and "how to embody" in research travel courses.Therefore,based o n embodied cognition theory,this study focuses on the study of travel course design,an d adopts the method of literature research,interview investigation and case analysis to explore the embodied picture,actual status and development path of travel course desi gn,in order to promote the embodied and scientific development of travel course desig n.This study follows the logical thinking of theoretical exposition,current situation i nvestigation,cause analysis and path exploration.First of all,it expounds the theory of the personalization of travel course design.Based on the analysis of the correlation logi c between embodied cognition theory and the study travel course,it is found that the st udy travel course has certain embodied education requirements in the curriculum conce pt,curriculum nature and implementation mode.The introduction of embodied cogniti on can promote the return of the body in the study travel,the foundation of the original intention of activities and the practice of the curriculum mission.Based on embodied c ognition theory,this paper clarifies the design idea of research travel course and descri bes the design picture of research travel course.The second is the investigation of the current situation of the design of graduate tr avel course.Through the preliminary literature review and the actual interview survey,this paper analyzes the research travel course design in the real field and finds that the current research travel course design is facing the dilemma of "separation".The specifi c characteristics include the absence of the main body of the curriculum design,the sep aration of the physical and mental goals of the curriculum,the shallow and rigid conten t of the curriculum,the removal of the body and departure of the curriculum implement ation,and the uplifting of the mind and suppressing the body of the curriculum evaluati on.The third part is to examine the predicament and cause analysis of the current situ ation of the travel course design.The difficulties encountered in the course design of re search travel are the result of the joint action of educational ideas and curriculum chara cteristics.From the perspective of theory,the construal deviation of educational concep t and the corrosive influence of disembodied thinking make the status and value of stud ents’ body in research travel neglected and neglected;From the perspective of curriculu m characteristics,the flexibility and complexity of the course itself and the weakness o f the supporting mechanism make the overall effect of the design of the course greatly r educed.The last part is to explore the path of the design of the travel course.According to the actual situation of research travel course design,combined with the cause analysis of problems,starting from the curriculum attributes of research travel,centering on the four basic elements of curriculum design,this paper puts forward the embodied strateg y of research travel course design.First,determine the curriculum objectives of the bod y subject.First of all,we should change the concept of education and re-examine the p hysical value of students.Secondly,it is to clarify the main body status and promote th e whole development of students’ body.Second,choose the curriculum content rooted i n life.The choice of course content should be based on students’ experience,and the in quiry and context of course content should be strengthened.It is also necessary to base on the living world and pay attention to the typification and concretization of the cours e content.Third,create a research environment integrated in the environment.This req uires not only the liberation of the body freedom,but also the creation of a physical stu dy travel situation;It is also necessary to ensure physical participation and design expe riential research travel activities.Fourth,develop physically present curriculum evaluat ion.The embodied curriculum evaluation should pay attention to the process evaluatio n,highlighting the students’ physical experience care;It is also necessary to adopt diver sified evaluation to promote and guide the development of students.At the same time,i n order to clarify the embodied path of research travel course design,different research travel cases are selected in the design process to illustrate the example.The essence of study travel course lies in the students’ personal participation exper ience,so the embodied direction of course design is the inevitable choice in line with t he connotation and development of study travel course.Based on embodied cognition t heory,this study describes the landscape of embodied research travel course design,re veals the disembodied dilemma of current curriculum design,and then explores the opt imal design path of embodied research travel,in order to build embodied research trave l course and realize the deep play of the value of research travel course.