Research On The Construction And Application Of Maker Teaching Model From The Perspective Of Embodied Cognition ——A Case Study Of High School Information Technology Course

With the gradual implementation of China's new curriculum reform,advocating a learning-centered teaching relationship and developing learning activities with innovative qualities have become the main points of teaching reform.However,in the current high school classroom teaching,there are still test-oriented teaching forms such as lecture before practice and teaching while practicing,which seriously hinder the development of students' innovative ability and problem-solving ability.To address this problem,the study attempts to introduce the concept of maker teaching featuring openness,creativity,and practice into the regular classroom with the guidance of embodied cognitive theory to form a maker teaching model in order to cultivate students' creativity and problem-solving abilities and explore possible paths of innovative classroom teaching models.The article adopts a combination of quantitative and qualitative research methods.Firstly,the research on embodied cognition theory,maker teaching and high school Information Technology curriculum was reviewed to understand the theoretical connotation and current status of the research.On the basis of this study,the model of maker teaching was constructed based on the theory of embodied cognition and the concept of creator education,and constructed a maker teaching model from five information-based teaching elements,including theoretical foundation,target tendency,realization conditions,operation procedures,and effect evaluation.The model introduces the teaching characteristics of embodiment,generation,motivation and context into the maker teaching,and uses the six key teaching links of "pre-class preparation-context creation-creative stimulation-supervision and guidance-deep guidance-evaluation and reflection" to run through the pre-class,in-class and post-class.Secondly,the article designed the lesson "Campus reciters" with the analysis of learning situation,teaching content,teaching activity design and teaching evaluation design as the main lines,and applied it to teaching practice.Finally,an educational experiment was designed with two parallel classes of senior high school students in a middle school in Guiyang.The experimental class was guided by embodied cognition theory and the traditional teaching model was applied in the control class.The experimental data showed that the maker teaching model under the perspective of embodied cognitive theory could improve the overall level of students' creativity compared with traditional teaching,and it had significant effects in the curiosity and imagination dimensions of creativity;it could improve the level of students' problem solving ability,and it performed significantly in the problem solving confidence and approach-avoidance style dimensions of problem solving ability;the analysis of the works found that the embodied cognitive theory guided maker teaching could improve the overall level of students' creativity,and it had significant effects in the curiosity and imagination dimensions of creativity.The analysis of the work revealed that the embodied cognition theory-guided maker teaching model has positive implications for the development of students' hands-on practical skills.The study constructed a maker teaching model based on embodied cognition theory,and designed teaching cases to be applied to classroom teaching and conducted educational experiments.The results of the study showed that the embodied cognition theory guided by the maker teaching model was able to improve students' creativity and problem solving skills compared to the traditional teaching model.