Research On The Design Of Learning Activity In Senior High School Geography Class Based On Embodied Cognition

In 2019,the Examination Center of the Ministry of Education compiled the "Chinese College Entrance Examination Evaluation System".In this system,the key competency mainly examines students’ information acquisition ability and practical ability,which reflects that the college entrance examination pays more and more attention to examining students’ various abilities.Embodied cognition emphasizes embodiment,and emphasizes that the individual’s body participates in the learning process,and the learning process is an important way to cultivate students’ abilities.Therefore,integrating embodied cognition into geography teaching is conducive to cultivating students’ thinking ability and practical ability,and promoting students’ in-depth learning.Geography class learning is the core link of geography learning,so the design of geography class learning activity is very important.From the perspective of cultivating students’ comprehensive ability,it is particularly important to integrate embodied cognition into the design of senior high school geography class learning activity.The domestic and foreign literatures are sorted out,through a questionnaire survey on the current situation of high school geography class learning activity based on embodied cognition,the existing problems are analyzed,strategies are proposed,and the geography class learning activities are designed and implemented.The following conclusions were drawn from the research:(1)From the perspective of embodied cognition,the problems existing in senior high school geography class learning activity can be summarized into the following two aspects:at the teacher level,the lack of a deep understanding of embodied cognition and embodied education,and students are less physically involved in the class teaching process,lead-in of class and teaching methods are relatively simple,and the teaching evaluation methods are relatively simple;at the student level,the motivation to study geography is insufficient,the interest is not strong enough,the concentration in the class is not enough,and the students’ awareness of self-reflection and evaluation is weak.(2)Strategies for enhancing embodied cognition in senior high school geography class learning activities include: proposing to formulate scientific and reasonable learning goals,creating embodied situations,adopting diversified evaluation methods and focusing on reflection.(3)Construct the design framework of senior high school geography class learning activities with the subject,object,community,tools,division of labor and rules as the elements of geography class learning activities.(4)Select the control class and the experimental class,take "the horizontal movement of the atmosphere-the judgment of wind direction" as an example to conduct empirical research,and use the independent sample t test method in SPSS software to compare and analyze the results of the two classes,and find that the design of high school geography classroom learning activities based on embodied cognition can improve students’ scores.