Research On The Introduction Design And Practice Of Inquiry-based Teaching Of Information Technology In High School From The Perspective Of Embodied Cognition Theory

With the advent of the information age,the educational responsibilities of high school information technology courses continue to increase,and exploratory teaching,which focuses on the comprehensive development and deep understanding of knowledge of high school students,is gradually gaining the favor of educators.However,influenced by the theory of "physical and mental dualism",senior high school information technology teachers tend to ignore the cognitive attributes of the body in the process of designing inquiry based teaching.The theory of embodied cognition explains the importance of body and environment in learning,and can specifically compensate for the lack of body in inquiry based teaching of information technology in high schools.Therefore,it is necessary to introduce the theory of embodied cognition into inquiry teaching design.From the perspective of embodied cognitive theory,the research focuses on the core issue of how to design inquiry based teaching of information technology in senior high schools,and revolves around three specific issues: first,how to use embodied cognitive theory to guide inquiry based teaching design of information technology in senior high schools? What are the elements,strategies,and processes of inquiry teaching design from the perspective of embodied cognitive theory? How effective is the practice of information technology inquiry based instructional design in senior high schools based on the theory of embodied cognition?In order to answer the above questions,the research is based on embodied cognitive theory,experiential learning theory,and pragmatic learning theory,using literature analysis,questionnaire survey,quasi experimental research,observation,and interview methods.It is carried out from three aspects: first,to investigate the current situation of the application of information technology inquiry teaching in high schools,and analyze the appropriateness of using embodied cognitive theory to guide the design of information technology inquiry teaching in high schools.The second is to summarize the elements of inquiry teaching design from the perspective of embodied cognition theory,propose design strategies,and construct an inquiry teaching design process from the perspective of embodied cognition theory based on the results of literature analysis.Third,select appropriate high school information technology curriculum cases and classes to conduct quasi experimental research,using quantitative and qualitative data such as pen and paper tests,classroom observations,and teacher interviews to verify the practical effects of the proposed instructional design process.Based on the above exploration,the following conclusions can be drawn:(1)The main reasons for the unsatisfactory effect of inquiry based teaching in high school information technology are the neglect of the cognitive attributes of the body and the insufficient emphasis on the creation of inquiry situations.(2)The embodied cognition theory can provide guidance from two aspects: one is to improve the physical participation in the process of inquiry,so that students can learn in activities;The second is to emphasize the importance of exploring situational creation and linking knowledge with life.(3)This paper puts forward four inquiry based instructional design paths of information technology in senior high school from the perspective of embodied cognition theory: giving full play to the attributes of physical cognition and cultivating the habit of embodied learning;Guide the body to participate in exploration and break through the static learning norm;Explore the application of information technology and construct a context for embodied exploration;Structured reflection and summary,refining the principles obtained from exploration.Based on the optimization path,construct the optimization process of high school information technology inquiry teaching design from the perspective of embodied cognition theory.The optimized design process mainly includes three major links: teaching preparation,teaching process,and teaching evaluation.(4)In the information technology curriculum of senior high school,the use of inquiry based instructional design from the perspective of embodied cognition theory can help improve students’ information technology learning achievements,classroom participation and learning enthusiasm.Finally,based on the experiment,two inspirations are proposed: pay attention to the creation of embodied situations,start from life scenes,and stimulate students’ interest in exploration;Give full play to the guiding role of teachers and establish harmonious teacher-student and student-student relationships.