A Study On “Embodied” Teaching Paradigm Of Secondary Geography

In recent years,with the emerging and prevailing of the trend of “embodiment”,there has been reflection of the traditional “disembodiment” teaching mode in the field of teaching.With the further promotion of geography curriculum and teaching reform in secondary school,“disembodiment” in geography teaching has become a crux of the geography curriculum and teaching reform in secondary school.The change of geography teaching is the reform of the teaching paradigm in the final analysis.This study,starting from the “disembodiment” in geography teaching in secondary school,aims to unveil its disadvantages and structure a new teaching paradigm: “embodied” teaching paradigm of secondary geography.This study adopts the method of theoretical study,literature study and case study.And it is carried out along two leads,namely the intrinsic logic of body phenomenology and the “Embodiment” theory,and the teaching theory and paradigm centered on geography teaching.In secondary school geography teaching,it's advisable to adopt the combination of teaching paradigm and the body phenomenology and embodiment recognition theory,regarded as “the form” and “the method” respectively.It aims to build up a “embodiment” teaching paradigm and meet the balance between metaphysics in theory and physics in practice.This study is categorized into five parts:The introduction part mainly elaborates the origin and significance of the study,the study status at home and abroad,the study discourse and the study ideas and methods.The first chapter,emphasizing the secondary school geography curriculum standard,sorts out the development curriculum of the “embodiment” and “disembodiment” in secondary school geography teaching for centuries,and concludes the evolution of relation between “body” and “mind”,then examine the “disembodiment” in teaching and reveal its flaws,and guide the emergence of the “embodiment” teaching paradigm of secondary geography.The second chapter elaborates the “metaphysics” in “embodied” in secondary school geography teaching,which focuses on three dimensions: ontology(including philosophical principles,principles of psychology and pedagogy),significance of “embodiment” teaching paradigm(including meaning,characteristics and principles),and the teaching concepts of “embodiment”(including the concept of purpose,the concept of process,the concept of teacher-student and the concept of evaluation).The third chapter discusses about “physical” in “embodied” in secondary school geography teaching.It is composed of its power system and operation mechanism,and practical exploration.Chapter IV is the rest of the discussion.It focuses on the reflection of the paradigm shift of geography teaching in middle schools and the evaluation of the innovation and deficiency of this study.