Research On The Cultivation Of Senior High School Students' Geospatial Perception Ability From The Perspective Of Embodied Cognition

Geospatial competence is the core competence of geography,which plays an important role in training people with all-round development.In high school geography teaching research and teaching practice,geospatial thinking,geospatial reasoning ability and other high-level abilities are widely concerned,but geospatial perception ability is often ignored.Without adequate spatial perception,spatial thinking and reasoning will become a tree without roots and water without source.Therefore,it is of great significance for geography teaching to strengthen the research on the ability of geographical spatial perception.At present,the thought of embodied cognition,which calls for the body to return to the cognitive process,has attracted the attention of the education circle,and it has the same purpose of cultivating geospatial awareness ability.Relevant theoretical and practical results can provide direction guidance for the cultivation of geospatial awareness ability of senior high school students.Therefore,it is of certain value to carry out research on the cultivation of geospatial perception ability of senior high school students from the perspective of embodied cognition.On the theoretical level,the research on the integration of embodied cognition and geospatial perception can be enriched by constructing the teaching evaluation system of geospatial perception ability of high school students from the perspective of embodied cognition.While on the practical level,it can guide geography teachers to implement the teaching of spatial perception ability and improve students' spatial perception ability.Based on the above considerations,the problems to be solved in this study are as follows:First,how to organically integrate geospatial perceptual ability and embodied cognition of high school students to construct a diagnostic scale?Second,how to evaluate the cultivation of geospatial perception ability?Third,what specific training strategies can be put forward to address the problems found?Fourthly,what should be the embodied teaching cases for the cultivation of high school students' geospatial perception ability?This study is carried out in the following steps:First,on the basis of reading relevant literature,the research situation of embodied cognition and geospatial perception ability is systematically sorted out,and the research purpose,content and method of this study are put forward;Second,two core concepts are defined and their relationship is analyzed,and three theories which play an important guiding role in this study are explained;Thirdly,the core tool of this study,the diagnostic scale for the cultivation of geospatial perception ability from the perspective of embodied cognition,is constructed by means of literature analysis and expert consultation;Fourthly,the scale is used to analyze the current situation of the cultivation of geospatial perception ability from the perspective of classroom teaching and practical activities and summarize the existing problems;Fifthly,aiming at the existing problems and specific examples,the paper puts forward training strategies,and designs embodied teaching cases.After diagnosis and analysis,the main conclusions are as follows:Overall,both inside and outside the classroom teaching,the cultivation of students' perception of geographical spatial location and spatial characteristics is relatively in place.In classroom teaching,teachers pay more attention to the cultivation of students' perception of geographical spatial pattern,while in extracurricular practice environment,teachers do better in the cultivation of geographical ability and attitude,guidance of perceptual activities,and design of specific activities;Specifically,there are some common problems in the cultivation of the two teaching environments,including:the achievement degree of knowledge and ability goal of geospatial perception is higher than that of attitude and experience goal,and the achievement effect of generative goal is poor;In the design of cultivation environment,there is the problem of the poor creation of activity situation.There are problems in the cultivation of spatial pattern and process perception,such as insufficient penetration of the idea of scale transformation and the neglect of the overall process analysis,especially the lack of attention to the perception of geospatial pattern in extracurricular practice.According to the problems found and the selected cases,the following cultivation strategies are proposed:Infiltrating the thinking method of the subject to lay the foundation for the higher level development of ability;Implement the guidance of learning methods to stimulate the perceptual effect of the environment;Create the theme activity situation to mobilize the perceptual activity enthusiasm;Strengthen embodied learning experience to make spatial content intuitive perception;The intuitive expression of thinking diagram promotes the overall analysis of spatial process;Build an open learning environment to light the spark of ability generation;Steady implementation of performance evaluation to guide the development and improvement of ability.Finally,starting from the classroom and the field of practical activities,the case design is carried out with the two topics of"Fold Mountain" and "Hong village Landscape and Regional Culture" as examples to provide examples for teachers to cultivate students' geospatial perception ability based on embodied cognition theory.