Case Teaching Design Of Senior High School Geography From The Perspective Of Embodied Learning

Since the mid-to-late 1990 s,with the gradual rise of embodied cognition research perspectives in the field of education,modern learning methods based on embodied cognition theory have been continuously reformed and innovated,and embodied learning as a kind of dependent.The new learning method of embodied cognition has received continuous attention from researchers in the education field.Embodied learning takes embodied as the main feature,and advocates that learners obtain learning experience through physical movement,perception and experience in learning and life,so as to enable individuals to produce positive and lasting cognitive behavioral changes.At the same time,the change of cognitive behavior also depends on the change of teaching mode.As a teaching method to improve the rigidity of teaching mode and promote the transformation of education and teaching,case teaching emphasizes participatory and contextual teaching design concepts and embodied learning.The connotation of the activity method has the same effect.Therefore,based on the new theoretical perspective of embodied learning,it is necessary to carry out embodied case teaching design research.Based on a large number of domestic and foreign literature studies,this article explains the research background and significance of this research,and conducts research on the origin of "embodied cognition",the creation and development of "embodied learning",and its teaching design.Analysis and summary to lay a solid theoretical foundation.On the basis of combing the literature review,it puts forward the current research dilemma of "embodied cognition" in the education field and the transformation of high school geography case teaching to "embodied learning",and expounds the two aspects of "separation" and "embodiment".The connection of the "view of the body" between the participants,face up to the recognition of the concept of "absence of the body" with the existence of the body,and explore the effect of embodied learning on the design of high school geography case teaching under the premise of the coexistence of "absence of body learning" and "embodied learning" The enlightenment and the advantages of the integration of the two will further consolidate the theoretical foundation of the research.At the same time,in the form of questionnaire surveys and interviews,to understand the teaching design and learning status of high school geography embodied case teaching,and analyze the questionnaire dimensional data and interview records,and find that there is a lack of embodied case teaching in the current high school geography teaching practice.Design awareness and the low frequency of use of geographical case teaching.Finally,based on the survey results,we deeply analyze the value of embodied learning in geography case teaching design,and propose the participants of the embodied learning process,the content of embodied case learning,The five elements of embodied case teaching design are the embodied learning environment,embodied learning activities and embodied learning methods.At the same time,the embodied geographical case teaching activities are constructed based on the four principles of embodied,contextual,generative,and interactive Design framework.Finally,this research integrates theoretical research,current situation analysis and design framework construction.Taking the content of "Formation of Mountains-Folded Mountains" as an example,according to the design process of specific geographical case teaching activities,using front-end analysis as the criterion,following the physical experience and The design path of the core elements in the two aspects of environmental context presents a complete embodied geographical case teaching example,and establishes a systematic embodied case teaching design scheme.