具身认知理论在初中生物学实验教学中的应用与实践

Application and practice of embodied cognition theory in junior high school biology experimental teaching

在“显微镜的使用”一节教学设计中,以具身认知理论为指导设计实验教学方案。构建理论框架,通过“基于关键工具使用的体验认知”“基于关键工具练习的探索学习”和“基于关键工具方法的应用研习”三个阶段的实施,可以提高学生的实践操作能力和综合运用实验工具的能力,为培养学生综合解决实际问题能力提供参考。

In the teaching design for the section“the use of microscopes”,the experimental teaching plan was designed based on the embodied cognition theory.By constructing a theoretical framework and implementing three stages of“experiential cognition based on the use of key tools”,“exploratory learning based on the practice of key tools”,and“application and study based on the methods of key tools”,we can enhance our students\operation skills in practice and comprehensive use of experimental tools.This may provide a reference for cultivating students\abilities to solve practical problems comprehensively.