A Case Study Of High School Physics Situation Creation Strategies And Instructional Design From The Perspective Of Embodied Cognition

In high school physics teaching,teaching through the creation of situations is a common and very effective teaching method,and whether to create situations that conform to students’ cognition is particularly important in teaching.In recent years,with the rise of embodied cognition theory in subject teaching,the cognition advocated by it has "body participation","situational","interactive" and other viewpoints,which provides a new way for high school physics situation creation ideas.The purpose of this research: Guided by the theory of embodied cognition,combined with the current situation of high school physics situation creation,"embodiment" is integrated into the creation of high school physics situations,and a feasible situation creation strategy is given.Taking the mechanics part of physics as an example,the created situation is applied to the teaching of new courses,and case analysis and research are carried out in the form of teaching design,so as to provide reference for front-line teachers to create and use situations in high school physics teaching.The content of this research:（1）Through a large number of literature research,on the one hand,understand the basic theory of situation creation and situational teaching,including the principles and classification of situational creation,the links and advantages of situational teaching,etc;In-depth understanding and research on the origin and development,connotation and characteristics of the theory.（2）Through questionnaires and interviews,to understand the current situation and use of situations in the actual high school physics teaching,and analyze the inadequacies of the current high school physics situation creation from the perspective of embodied cognition theory.（3）Refining and analyzing the theory of embodied cognition,and put forward a feasible strategy for the creation of high school physics situations from the perspective of embodied cognition.（4）To analyze the textbooks of the high school physical mechanics part of the People’s Education Edition,and take common concept teaching and law teaching as examples,and conduct case analysis of situational application in the form of teaching design,aiming to provide case reference for front-line teachers.（5）Summarize the research process and results,and reflect on the shortcomings of this research.The results of this research: First,the principles and strategies of situation creation are given from the perspective of embodied cognition,secondly,the "embodied" situation is applied to teaching,and two situational teaching design cases are given.Finally,through the evaluation It is concluded from the method that the use of high school physical situation creation strategies from the perspective of embodied cognition theory has obvious effects on improving students’ physical participation and developing students’ cognitive level in practical teaching.The creation and use can give full play to the advantages of situational teaching in high school physics teaching.