Research on Geographical Teaching Design Based on Embodied Cognition Theory: “First Research-Based Learning, Then Teach” —Taking “Recognizing the Geographical Features of Our Hometown” as an Example

在当代教育模式由“以教师为中心”向“以学生为中心”转型的背景下，教学实践日益注重以学生学习需求为导向，以学定教。传统教学方式在系统传授知识、培养逻辑思维方面具有优势，但其模式有时过于强调知识本身的认知与记忆，容易忽视学生身体与知识情感间的“交流”，而具身认知理论的关注点则聚焦于身体感受与环境交互。“研学后教”强调“以学定教”和“教在学之后”，其在自主学习和建构知识层面与具身认知理论高度契合。文章基于具身认知理论，对“研学后教”教学流程进行设计，以新编湘教版地理八年级下册“认识家乡的地理特征”为例，探索“研学后教”的具身设计路径，对于促进学生全身心参与学习及落实地理核心素养等方面具有一定作用和意义。In the context of the transformation of the contemporary education model from “teacher-centered” to “student-centered”, teaching practices are increasingly focus on orienting to students’ learning needs, aiming to implement “teaching based on learning”. Traditional teaching methods solely focus on brain cognition, which limits the “communication” between the body and knowledge. In contrast, the embodied cognition theory focuses on the interaction between bodily sensations and the environment. “First research-based learning, then teach” emphasizes “teaching based on learning” and “teaching occurs after learning”. It is highly compatible with embodied cognition theory at the level of self-directed learning and knowledge construction. The article explores the path of embodied design for “First research-based learning, then teach”: designing the teaching process of “First research-based learning, then teach” based on the embodied cognition theory, and taking “Recognizing the Geographical Features of Our Hometown” (Grade 8, Volume 2, Newly compiled Hunan Education Edition Geography) as a lesson example. This article is able to promote students’ physical and mental engagement in learning, and it is also meaningful for implementing geographical core competencies.