土壤地带性分布规律是高中地理教学中的重要内容，反映地理环境的整体性和差异性，是学生理解自然地理规律的关键。针对教学中学生感性经验不足、对土壤颜色沿空间方向连续渐变过程理解困难的问题，本文基于具身认知理论与建构主义学习观，设计了一套分阶段具身学习教具模型。该模型以五色土实体教具为认知起点，引导学生直观感知典型土壤颜色差异，再通过“橡皮泥模拟拼图法”动手操作，帮助学生构建土壤颜色沿纬度和经度方向连续变化的空间模型。两种教具的协同运用，可促进学生对土壤地带性规律的直观理解与空间感知。该方案成本低廉、操作简便，为高中地理抽象概念的教学提供了可借鉴的教具设计思路与实践路径。

The law of zonal distribution of soil is an important part of senior high school geography teaching. It reflects the integrity and regional diff erences of the geographical environment and is the key for students to understand the laws of physical geography. Aiming at the problems that students lack perceptual experience and have diffi culty in understanding the continuous gradual change process of soil color along spatial directions in teaching, this paper designs a phased embodied learning teaching aid model based on embodied cognition theory and constructivist learning concept. Taking the physical teaching aid of“fi ve-color soil”as the cognitive starting point, the model guides students to intuitively perceive the color differences of typical soils; then, through the hands-on operation of the“plasticine simulation puzzle method”, it helps students construct a spatial model of the continuous variation of soil color along latitudinal and longitudinal directions. The coordinated application of the two teaching aids can promote students’intuitive understanding and spatial perception of the law of soil zonation. With low cost and simple operation, this scheme provides a referable design idea and practical path for the teaching of abstract concepts in senior high school geography.