A Study On The Design Of Teaching Activities In Junior High School IT Classrooms Based On Embodied Cognitive Theory

With the development of embodied cognition theory,educational researchers in China have begun to explore its potential impact on student learning.The view that "cognition is based on bodily action and perceptual experience" provides a new theoretical basis for understanding cognitive processes and improving learning design.Embodied cognition theory aims to promote effective learning by emphasizing the student’s subjective position.The current new curriculum reform puts higher demands on teaching,and traditional single teaching forms can no longer meet teaching needs.In this context,teaching design guided by embodied cognition theory can provide us with a good teaching example and provide new ideas for the teaching of information technology subjects.Based on this,this paper uses experimental methods,questionnaires and interviews,and designs teaching activities based on embodied cognition theory to investigate the feasibility and effectiveness of applying embodied cognition theory in information technology subjects.First,this article organizes and analyzes the literature related to embodied cognition theory,and expounds its relevant concepts and theoretical basis.It also sorts out and reviews the current domestic and foreign research status related to education and teaching,especially the information technology subject.Secondly,based on the embodied cognitive theory,this paper summarizes the teaching principles and teaching process of junior high school IT,and integrates the elements of embodiment to design the classroom activity of embodied teaching with the example of "Information Communication" in four stages: front-end analysis,teaching preparation,teaching implementation and reflective evaluation,and uses various forms of embodiment such as situational embodiment and imaginative embodiment to complete the classroom implementation for the experimental group of students,and combines the situation of the control group The experiment was conducted in conjunction with the control group.The final results demonstrated that the IT instructional design based on embodied cognition theory was effective in promoting teaching and learning.Finally,based on the results of the implementation and evaluation,the paper concludes that IT teaching based on embodied cognitive theory can promote students’ learning and development in all aspects,and proposes suggestions for the design of embodied activities from teachers’ own perspectives.The teaching methods of junior high school information technology are diverse and should all aim to promote student learning.The combination of embodied cognition theory and junior high school information technology changes the traditional form of knowledge transmission,enhances students’ physical and emotional experience,stimulates learning motivation,and improves students’ subject literacy,achieving better learning effects.The experimental results of this article confirm this conclusion and add a new case to the field of education and teaching.