A Study Of Geography Classroom Teaching In Du Langkou Middle School From The Perspective Of Embodied Cognitive Theory

In the past,cognitive psychology believed that students' learning was mainly a kind of thinking activity,which led to teaching research only focused on students' thinking operation and thinking changes,but ignored the role of students' body in thinking.The development of embodied cognitive theory provides a new perspective and foundation for us to attach importance to the role of students' body in learning.With the gradual progress of education reform,the concept of students' learning in China has changed from knowledge transfer to research-based learning and independent cooperative exploration.Since the reform of classroom teaching in Du Langkou Middle School,a classroom teaching mode of "preview-display-feedback" has been formed,which advocates returning the classroom to the students,making the students become the masters of learning,fully mobilizing the enthusiasm of the students in the classroom,creating various situations,constructing the students' experience,and making the students study in a comfortable and pleasant classroom environment.This study uses the research methods of phenomenological pedagogy,through phenomenological interviews,observation of life experience,recording the experience of researchers,collecting text information and other methods to analyze the theme of phenomenology for the collected first-hand materials,and explores the learning process of Du Langkou Middle School students in the unit of "China's natural environment" in the geography classroom from the perspective of the embodied cognitive theory,and analyzes the learning process of Du Langkou Middle School students in the unit of "China's natural environment" The characteristics and functions of the students' learning in Du Langkou Middle School,and the Enlightenment of the theory of the students' learning in the classroom.In the unit classroom teaching of "China's natural environment",the teacher mobilizes students to use their limbs and participate in cognitive learning through actions,based on students' existing experience and combined with students' life reality,the teacher mobilizes students to use their eyes,mouth,ears and other senses to experience and understand China's natural geographical environment,and uses off-line cognitive methods to carry out teaching.Students' classroom learning has the characteristics of situational,experiential,generative and holistic cognition.It is a three-dimensional learning based on perception,situation and experience.The role of students' classroom embodied cognitive learning is to improve students' participation in the classroom,deepen students' feelings and understanding,promote the construction of students' knowledge,as well as the development of students' embodied mind.