Research On The Design Of High School Geography Teaching Activities From The Perspective Of Embodied Cognition

Embodied cognition is a hot topic in the field of psychology.It advocates that the body should be involved in the cognitive process of human beings,which changes the way of off body cognition that only relies on brain and thinking in the past.Embodied cognition considers that cognition is the result of the interaction of mind,body and its environment.It focuses on body feeling,experience and its interaction with the environment,which plays an important theoretical guiding role in education and teaching research.The traditional geography teaching activities have been influenced by the idea of "leaving the body" for a long time.There is an obvious phenomenon of"Absence" of the body,and the cognitive function of the body is ignored.Based on the theory of embodied cognition,this study attempts to optimize the geography teaching activities in senior high school.This paper uses the methods of literature,questionnaire,interview and experiment to explore the application of personal cognition in high school geography teaching,the construction of design framework,the design of teaching activity cases and the evaluation of implementation effect.The specific research is as follows:(1)Through combing the theory of embodied cognition and its application in education and teaching,it is found that at present,the research field of geography education in China pays less attention to embodied cognition,and the application research of embodied cognition in geography teaching needs to be paid attention to urgently,so as to clarify the necessity and urgency of the research on the activity of geography teaching in senior high school from the perspective of embodied cognition,so as to construct the activity of geography teaching in senior high school from the perspective of embodied cognition The dynamic design frame has made some bedding.(2)By using the method of questionnaire to investigate the current situation of geography teaching activities in senior high school from the perspective of personal cognition,it is found that there are some problems in the current geography teaching activities in senior high school,such as the low degree of students’ physical participation,the separation of students’ life experience,the separation of geography teaching from the real situation,the lack of students’ personal experience and the lack of communication and interaction between teachers and students.(3)In view of the problems existing in high school geography teaching activities from the perspective of personal cognition,this paper puts forward the design principles of personal,situational,interactive and generative in high school geography teaching activities from the perspective of personal cognition,and constructs the design framework of high school geography teaching activities from the perspective of personal cognition.(4)Taking "the movement of the earth" as an example,this paper designs a complete process of Physical high school geography teaching activities,and presents a complete case of Physical high school geography teaching activities from the front-end analysis,element design and the implementation of the process of geography teaching activities.(5)Carry out physical high school geography teaching activity experiment,and test the effectiveness and operability of Physical high school geography teaching activity scheme by paper test,questionnaire method and interview method,evaluate the implementation effect of Physical high school geography teaching activity,summarize the physical participation of students and the guidance function of teachers in the implementation process of physical high school geography teaching activity,the design of teaching environment,the effectiveness of interactive activities and other issues,and put forward.Effectively stimulate students’ interest in learning geography,pay attention to the creation of real life situation,give full play to the role of teachers to enhance the behavior and operability of the body,strengthen students’ experience and deepening of geographical knowledge,and establish a good relationship between teachers and students,students and other specific optimization strategies.