Research On The Construction Of The Embodied Environment Of Geography Classroom Teaching In Middle School

The new round of curriculum reform in geography emphasizes the application of information technology and situation teaching in geography teaching.The embodied cognition theory advocates the integration of the individual’s body and mind,emphasizes the integration of individual body perception organs with the external environment,and emphasizes the embodied experience of individual physical attributes.As one of the subjects of embodied cognition,the construction of the embodied environment not only emphasizes the support of technology,but also emphasizes the creation of the situation,which is consistent with the concept of the new geography curriculum reform,and is conducive to the cultivation of students’ core literacy of geography.At present,most teachers are still long-term influenced by the traditional concept of detached cognition,ignoring the subjectivity of the students’ body,and have little understanding of the embodied teaching view or embodied cognition theory,and it is difficult to systematically construct the embodied environment.This article uses embodied environment as a new cut to explore the construction path of embodied environment in geography classroom teaching in middle school,in order to develop new ideas for geography teachers to develop embodied teaching and provide references for the construction of embodied environment.The dissertation takes "propose problems-analyze problems-solve problems" as the research idea.Firstly,through the integration and in-depth analysis of relevant literature,we can have a more comprehensive understanding of the current research status at home and abroad,sort out theoretical foundations,and clarify related concepts.Then comprehensively analyze the research results of the predecessors,and integrate and refine the constituent elements,characteristics and construction principles of the embodied environment.Then use questionnaire survey to understand the current situation of constructing the embodied environment of geography classroom teaching in middle school,and put forward corresponding suggestions for existing problems.Based on the analysis of the status quo,this article combines the constituent elements,characteristics and construction principles of the embodied environment to summarize the construction path of the embodied environment in geography classroom teaching in middle school,and taking the "Soil" section of the first volume of compulsory senior high school geography education edition as an example,the embodied environment is constructed and designed according to the construction path of the embodied environment of geography classroom teaching in middle school.Through literature research,this article found the following conclusions:(1)The constituent elements of the embodied environment mainly include the physical environment,the resource-technical environment,and the emotional and psychological environment.The physical environment level includes the teaching place and the basic teaching facilities,temperature,light,noise and other elements in the place.The resource technology environment level includes elements such as cognitive tools,embodied technology,teaching strategies,learning resources,teachers,and learning communities.The emotional psychological environment level includes elements such as learning atmosphere,interactive communication,interpersonal relationship,school culture and so on.(2)The characteristics of the embodied environment mainly include experience and embedding,complexity and integrity,technology and natural integration,openness and context,content relevance and adaptability,dynamic development and generativeness.(3)The principles of constructing the embodied environment mainly include the principle of multichannel perception,the principle of enhanced embodied experience,the principle of context embedding,the principle of content matching,the principle of visualization and operability,the principle of natural integration,the principle of flexible design,the motivation of learning,and the principle of learning motivation and pleasant emotion stimulation.The thesis puts forward three suggestions for the current situation of the construction of the embodied environment of geography classroom teaching in middle schools,namely,establishing the awareness of embodied teaching,attaching importance to the construction of embodied environment,and focusing on the diversification of evaluation.The thesis proposes the following ways to construct the embodied environment of geography classroom teaching in middle school: one is to preset cognitive goals to lead the generation of new knowledge;the other is to create physical space to promote physical and mental freedom;the third is to use resource technology to strengthen the embodied experience;the fourth is to mobilize emotional psychology,create a relaxed atmosphere;the fifth is to focus on multiple evaluations and strengthen intelligent feedback.The thesis takes the "Soil" section of the first volume of compulsory high school geography education edition as an example to carry out the practice of constructing the embodied environment of geography classroom teaching in middle school,and divides the embodied environment construction into three parts: preanalysis,specific construction process and multiple evaluation.Research shows that the content of the "soil" section of senior high school geography is more suitable for embodied teaching.Due to the limited research time and the impact of the epidemic,the paper failed to put the research case into practice,so the teaching effect of the case could not be tested.