Research On Design Of Experiential Learning Activity To Promote Structured Reflection

Technological progress and teaching reform in the information age,highlights the need for innovative and practical talents.The demand of society for talents has changed.It is not only necessary to have solid theoretical foundation,but also to apply theoretical knowledge to solve specific problems in the actual social situation.Under this background,experiential learning that attaches great importance to individual experience is more valued by educational researchers.However,the experiential learning practice in Chinese schools pays more attention to direct experience and emotional experience,and less attention to reflection.Part of the experiential learning practice in the stage of reflection is just a formality,which does not really promote the thinking of learners and can't fulfill the requirements of talent training.The essential characteristic of embodied cognition theory is consistent with the experiential learning.It attaches great importance to the acquisition of individual experience and embodied experience.It regards learning as the coordinated operation of two cognitive modes:immediate action based on body perception and structured reflection with the help of technical tools.Based on it,this study attempts to analyze experiential learning from the perspective of embodied cognition,and design structured reflection activities to solve some reflection problems in experiential learning practice.This study starts with the current research situation of embodied cognition and experiential learning activities.Combing six principles of experiential learning activity design under the perspective of embodied cognitive through literature analysis: embodied participation principle,content matching principle,multi-channel Integration principle,content visualization principle,activity context principle and interactive reality principle;Designed a structured reflection process,which includes four links: retrospective summary,related reflection,critical review and reflective practice.Based on this,an experiential learning activity model to promote structured reflection is designed,including the experience stage,the reflection stage,the internalization stage and the practice phase.Each stage corresponds to the corresponding link of structured reflection.In order to verify the rationality and effectiveness of the above theory,the researchers designed a model-based teaching experiment based on the patriotic special course of QY Middle School as an example,and conducted a two-month teaching experiment.The data and results before and after teaching intervention were sorted and analyzed,and relevant conclusions and improvement opinions were obtained.Experiments show that the design of experiential learning activity model to promote structured reflection can effectively make up for the lack of reflection in experiential learning.Experiential learning activities that promote structured reflection can provide learners with a complete and systematic reflection link,provide flexible and effective reflection channels,help learners to complete the construction and deepening of specific experiences and knowledge content in a timely manner,and promote learners Cultivation of critical reflection,problem identification and problem solving.