High School Physics Teaching Design And Practice Based On Distributed Cognition Theory

The reform and innovation in education have been paid more and more attention by the education sector.The question of “how human learning ” is a discussion point for hundreds of schools.For many years,the researchers in diverse disciplines are trying to reveal its essence,in order to put the school teaching reform forward.Using the research methods such as ecology,sociology,the scholars who hold the Distributed cognition theory re-examined the cognitive activities of human beings from a new angle of view and puts forward a new idea and research method on the basis of the old theory,which shows more attention should be paid on the interaction between cognitive subject and the environment.They believe that cognitive activity was finished in the people and the environment system.In the social and cultural environment a person constructs their own knowledge by interacting with the environment and others.This theory especially attaches importance to the role of the artifact(tools,equipment,technology,mental models,methods,language,culture,etc),which can expand the mind,produce cognitive retained,reduce the cognitive load in the people's cognitive activities and produce cognitive activities.However,the senior high school physics learning is a special cognitive process.Its cognitive content contains lots of abstract physical concepts and laws,which embody abundant physical thoughts,research methods,scientific attitudes and spirits.Therefore,in the process of teaching,some proper means of media and methods need to be done to characterize knowledge,to reduce the cognitive loads of students,to develop the students' thinking ability and match with students' cognitive level.In addition,only through the division of labor,cooperation and exchanging,sharing to experience the road of scientific exploration,can students really participate in the knowledge discoveryprocess,realize the thinking method of physics and feel the charm of physics.Therefore,it is of profound significance to put the distributed cognition theory into senior high school physics teaching.This study carried on its discussion based on some of high schools' physics instructional designs.Firstly,the comprehensive study has been finished by reading the document about the connotation and characteristics of the new cognitive theory at home and abroad,which shows that this idea has caught much attention.It was also inspired by these theories.The author puts forward the principle of high school physics' instructional design.Secondly,according to the results of the observation,the investigation and questionnaire survey and teaching practice,the author completed the combination between the instructional designs and specific physical teaching contents and gave three instructional design examples,then put them into practice.Finally,taking the students' classroom performances,the exam corresponds and the results of the questionnaire statistics about the three physical instructional design based on distributed cognition theory into consideration,the author analyzed them and gave some evaluation.Research shows that the instructional design under the guidance of distributed cognition is feasible in the specific teaching practice.It can well return the actual situation and meet the need of the students' study,and can also create a platform for students to share and communicate,so that students can be more active in the process of exploring knowledge,experiencing the thoughts and methods of physics.At the same time,it is beneficial to cultivate the students' team consciousness and the sense of responsibility,and it is easy to simulate the effect of teamwork and finally improving the teaching efficiency.