Research On The Ecological Civilization Education In Geography Implementation Plan Based On The Embodied Cognition Paradigm,senior High School Classroom Instruction

According to the report of the 20 th Party Congress,ecological civilization education is a component of the development of ecological civilization and that "Chinese modernization is a modernization that makes people and nature coexist harmoniously." The primary setting for fostering students’ ecological civilization and delivering ecological civilization instruction should be the geography classroom.The theory of embodied cognition emphasizes the unity of cognition,the body,and the environment.It also promotes the development of cognition through bodily experience and the dynamic interaction of cognition,body,and context in context.This theory offers a fresh perspective on how to solve the problem of "leaving the body" in high school geography lessons about ecological civilization.The theory of embodied cognition emphasizes the unity of cognition,the body,and the environment.It also promotes the development of cognition through bodily experience and the dynamic interaction of cognition,body,and context in context.This theory offers a fresh perspective on how to solve the problem of "leaving the body" in high school geography lessons about ecological civilization.On the one hand,this paper examines a substantial body of literature to comprehend the evolution of ecological civilization education,including the evolution of international environmental education,the evolution of domestic ecological civilization,its connotation,content framework,and instructional methods,etc.On the other hand,it investigates the usefulness of embodied cognitive theory in high school geography ecological civilization teaching and performs in-depth knowledge and study on the derivation and development of embodied cognitive theory,its meaning and features;The high school geography textbook of the Humanities Education version serves as the vehicle for teaching ecological civilization and the viability of using ecological civilization resources in the textbook is examined by classifying the ecological civilization contents contained in the text and non-text aspects of the textbook.At the same time,in order to evaluate the current situation of ecological civilization education in high school geography teaching,a questionnaire survey and teacher interviews are also undertaken.The issues with ecological civilization education in high school geography classroom teaching are then examined.Two main issues need to be addressed: first,students’ ecological civilization literacy needs to be increased;and second,teachers’ ecological civilization classroom instruction is ineffective,particularly in terms of further piqueing students’ interest in learning,paying insufficient attention to embodied experience,ignoring the educational value of body language,blatantly ignoring the phenomenon of "pseudo-generation," inadequately creating a classroom environment,and evaluating ecological civilization teaching.We propose five strategies for improving ecological civilization education in high school geography classroom instruction based on the current state of classroom instruction and the principles of embodiment,environmental embedding,interaction,and generation provided by embodied cognitive theory: improving physical experience,teaching dynamic generation,building an embodied environment,and fostering critical thinking.classes improves students’ embodied experiences by utilizing multiple senses and developing the value of body language education,encourages the dynamic generation of teaching by posing open questions and responding to differentiated experiences,and pays attention to building an open and diversified physical and cultural embodied teaching environment to encourage the integration of students’ physical and psychological development.We create an open and diverse ecological civilization instruction by emphasizing the multiple dimension of evaluation materials and the diversity of evaluation techniques.The impact of the actual teaching practice is summarized,and a representative teaching case is constructed and implemented utilizing the derived methodologies for enhancing ecological civilization instruction in high school geography classroom teaching.The concrete ecological civilization classroom stimulates students’ enthusiasm and interest in learning,enhances their motivation,enriches their concrete experience,and improves their ecological civilization literacy.It proves that the enhancement strategies derived from the combination of the theory and the teaching of ecological civilization in high school geography classroom are effective.