Research On Extracurricular Experiment Teaching Of Chemistry In Junior High School Based On Embodied Learning

The era development and improve people’s living standard,the education requirement also gradually improve and update,also proposed the new challenge to education in the whole society,more the pursuit of quality education and improve students’ literacy.As a bridge between the theory of chemistry knowledge and the practice of life,the more profound research of the extracurricular experiment of chemistry is increasingly pursued.The extracurricular experiment of chemistry requires students to combine the chemistry knowledge they have learned in class with the extracurricular living environment based on their own ability,and make use of the objects they can obtain in the daily living environment for scientific exploration or phenomenon observation.The characteristics of embodied learning,including embodied,situational,generative and substantive,coincide with the pursuit of extracurricular experimental activities in chemistry.Therefore,this paper will conduct teaching exploration and research of extracurricular experimental activities in junior high school chemistry based on embodied learning.Firstly,through literature research,this paper defines the concepts of "embodied learning" and "chemistry extracurricular experiments" and analyzes the current research status of the two.It is found that numerous theoretical and experimental studies show that embodied learning is more in line with the requirements of the second generation of cognitive science,and more conducive to the positive development of teaching.At present,embodied learning is lacking in chemistry teaching,especially in chemistry experiment.In Chinese,physics,biology teaching and experimental teaching have been practical research;The research of chemistry extracurricular experiment has entered a certain lingering period,which needs the traction of new ideas and new methods.Therefore,based on embodied learning and supported by embodied cognitive theory,situational learning theory,generative learning theory and experiential learning theory,this study determined the design principles and implementation process of extracurricular experimental activities.The design principles are as follows: comprehensiveness,contextualization,lifeization,diversification,real-time and environmental protection 5R principles.Implementation process: determine the topic,create the activity background,assign and submit the task,evaluate and give feedback.In the process of practice,the design principles and implementation process were adjusted and improved according to the feedback from students and teachers.The teaching process of extracurricular experimental activities under embodied learning was sorted out to form a fixed and usable teaching model.At the same time,the list of extracurricular experimental activities was sorted out and modified.In order to understand the current situation of the implementation of extracurricular experimental activities,a questionnaire survey was conducted on the teachers and the experimental and control classes taught by the same teachers in the same level schools in the local area,in order to approximate the difficulties that teachers may encounter in the implementation of extracurricular experimental activities and the needs of students to participate in extracurricular experimental activities,which is conducive to the design of extracurricular experimental activities that meet the needs of teachers and students.Furthermore,in order to verify the feasibility and effect of this teaching method,two questionnaires about learning interest and learning attitude were conducted on the students in the experimental class and the control class respectively,and the students’ two tests and interviews after the completion of the activity were combined for reference.Through the above research process(1)to determine the design principles of junior high school chemistry extracurricular experiments based on embodied learning: comprehensive,situational,life-oriented,diversified,real-time and environmental protection 5R principles;(2)Forming a fixed teaching process: determine the topic → create the activity background → assign and submit tasks→ evaluate and feedback;(3)Sorting out the list of extracurricular chemistry experiment activities in junior high school and detailed implementation plans;(4)Introduce teaching implementation cases related to embodied learning.Through a number of data comparison and students’ self-report,it is found that embodied learning extracurricular experimental activities can give full play to students’ subjective initiative,mobilize students’ physical and mental participation in the experiment,and maintain good interest in chemistry learning.Improve students’ attitude towards chemistry learning,stimulate the enthusiasm of students with low learning level,improve their love of chemistry and enhance their positive cognition of chemistry learning;In terms of academic level,the difference between students and excellent classes is gradually narrowed,and the advantageous items are gradually and steadily expanded.