地理实验既是地理教学的重要途径，也是培养学生地理核心素养及科学精神的重要手段。实验过程中， 不同程度的具身环境对学生知识、经验和素养的生成具有不同效果。本研究立足具身认知理论，从具身性、情境性、生成性和实质性四个维度出发，构建地理实验教学设计的具身模型，明确“高具身”地理实验教学的具体表征。本研究认为，“高具身”地理实验教学设计应以“身体”参与全程，体现认知的具身性；以“情境”统筹全局，营造沉浸实验氛围；以“问题”贯穿始终，注重知识的生成性；以“目标”引领过程，保证活动的实质性。本研究以“洪涝灾害成因之降水”实验教学设计为例进行具体说明，以期为地理实验教学具身程度及实施效率的提升提供参考。

Geography experiments are not only an important approach to geography instruction but also a key means of cultivating students’core geographical competencies and scientific spirit. In the experimental process, embodied learning environments of varying degrees exert diff erent eff ects on the formation of students’knowledge, experience, and competencies. Drawing on embodied cognition theory, this study constructs an embodied model for the design of geography experimental instruction from four dimensions: embodiment, generativity, situatedness, and substantiveness. In doing so, it clarifi es the specifi c features of“highly-embodied”geography experimental instruction. This study argues that the design of highly-embodied geography experimental instruction should engage the body throughout the entire learning process to refl ect the embodied nature of cognition; use context to organize the overall instructional process and create an immersive experimental atmosphere; integrate questions throughout the process to emphasize the generative nature of knowledge; and use objectives to guide the instructional process so as to ensure the substantive value of learning activities. Taking the experimental instructional design of“Precipitation as a Cause of Flood Disasters”as an example, this study provides a detailed illustration with the aim of off ering theoretical and practical reference for enhancing the degree of embodiment and implementation eff ectiveness of geography experimental instruction.