Research On The Design Of Scientific Inquiry Activities In High School Physics Textbooks Based On Embodied Cognition Theory

The design of scientific inquiry activities in textbooks is an important carrier for students to learn and experience scientific inquiry,which is related to the realization of core literacy goals.This study uses ITAI analysis framework as the research tool and uses the research method of comparative analysis to analyze the design of scientific inquiry activities in the 2004 edition and2019 edition of ordinary high school physics textbooks in China and the design of scientific inquiry activities in high school physics textbooks in Japan,New Wales,Australia and Russia at the present stage.The results show that in the design of scientific inquiry activities in the 2019 edition of textbooks in China,in terms of the consistency of scientific inquiry content,the design of inquiry activities based on learning objectives is more targeted.The experience of scientific inquiry process skills is significantly enhanced;the design of scientific inquiry activities in each version of textbooks has its own characteristics,covering basic inquiry elements and enhancing the experience of high-order thinking process.The design of scientific inquiry activities in foreign textbooks reflects the basic consensus of inquiry education,that is,to encourage students to actively participate in and explore,emphasizing the penetration of the nature of scientific inquiry into scientific inquiry activities in textbooks.The design of inquiry activities in textbooks of various countries also have their own characteristics.At the same time,the design of scientific inquiry activities in textbooks at home and abroad needs to be further strengthened in the requirements and training of problem-posing skills and understanding the nature of scientific inquiry.In view of this,in order to optimize the design of scientific inquiry activities in current textbooks,the second generation of cognitive science theory,namely embodied cognition,is selected as the theoretical guidance for optimizing the design of inquiry activities.This paper mainly analyzes the research status of scientific inquiry activity design in textbooks by using the theoretical perspectives of embodied cognition theory,such as cognitive embodiment,cognitive generativeness and cognitive situationalness.It is believed that the design of scientific inquiry activities in current textbooks has low-level experience of inquiry skills.The nature of scientific inquiry is fragmented;the situation of scientific inquiry activity design is single and static.According to the current situation,the approach to the design of scientific inquiry activities in textbooks based on embodied cognition theory is to focus on individual cognitive experience and differences,pay attention to the integration of scientific inquiry objectives and inquiry activities,and promote the comprehensive development of students ’ inquiry ability.Create a text situation to encourage students to actively ’ explore-participate ’ and promote the occurrence of ’ true inquiry ’;setting inquiry questions pointing to the cognition of inquiry process helps students understand the essence of scientific inquiry.At the same time,based on the above optimization strategies,specific design cases of disciplinary inquiry activities are provided.Finally,the optimal design of scientific inquiry activities in textbooks is only the first step to promote the effective implementation of scientific inquiry education.The key lies in the active participation and active thinking of students and teachers in educational practice.Based on this,the study draws the following inspirations: scientific inquiry teaching should start from a systematic concept,integrate excellent inquiry activity design resources in textbooks of various editions and countries;guide and encourage students to ask questions actively,and promote students’ inquiry ability and depth of thinking.It restores the discovery process of scientific inquiry and helps to comprehend the nature of scientific inquiry.Based on the teaching content and the actual situation of students,appropriate inquiry teaching practice is left blank,which provides an opportunity to give full play to students’ creativity and subjective initiative and achieve inquiry goals.