Research On Practice Of Biological Classroom Teaching In Senior High School Based On The Embodied Cognition

Embodied cognition is a new cognitive trend of thought that appeared in the late1990 s because of its opposition to the dualism of body and mind.Different scholars have different views on the connotation of "Embodied cognition",but there is a common understanding--mind-body monism,which advocates that cognition is a process of integrating the body into the situation to experience the interaction.This theory is consistent with the requirement of new biological curriculum reform and has guiding significance to biological teaching.This paper sorted out the teaching contents that can be carried out based on embodied cognition in the current high school biological textbook "Molecules and Cells" module.Explored the teaching strategy based on embodied cognition,and integrated the teaching strategy into the teaching process of related teaching content to investigate the feasibility and effectiveness of the teaching strategy,in order to provide some reference and suggestions for middle school biology teaching.This research is mainly discussed and analyzed from theoretical and practical levels:On the theoretical level,Firstly,Analyzed and summarized the research progress of embodied cognition at home and abroad,understand the application of embodied cognition in the field of education and teaching,and summarized the connotation of embodied cognition by analyzing literature;Secondly,proposed the teaching strategies of biology based on embodied cognition and summarized the teaching contents that can be taught based on embodied cognition in "Molecules and Cells".On the practical level,Questionnaires were distributed to investigate the general situation of biological classes in sample schools,the application of embodied cognition in senior high school biological class teaching,and students' attitudes and demands towards embodied class.And carried out teaching practice in a high school in Yi Chun,and selected two classes as the compared class and the experimental class.Conventional teaching was used in the control class,while embodied cognition was used in the experimental class.The teaching effect was evaluated by classroom observation,interview and test.Then draw a practical conclusion.The results show that the classroom teaching based on embodied cognition can activate the classroom atmosphere,enhance students' class participation and concentration,and effectively improve students' learning interest in biological courses.It can significantly improve students' memory and understanding level,and also promote the development of analysis and creativity level.In addition,Students' academic performance of biological course is significantly improved.In order to smoothly implement high school biological classroom teaching based on embodied cognition,teachers should consider the individual differences of students and the teaching time,and design appropriate embodied activities to ensure students' class participation and the completion of teaching tasks.If conditions permit,schools can make use of multi-sensory and feedback technology,VR and other technologies to enable students to be in a more realistic embodied situation,and enhance the interaction between the body,brain and the situation,so as to achieve better teaching effect.