本研究立足具身认知理论，以“水循环”为实验案例，依托“校园内涝”这一真实情境，使用生活化的实验器材，构建“具身体验—认知建构—素养生成”实验教学模式。从身体操作、多感官联动与情境沉浸三个维度入手，本研究设计具有具身化特征的实验，引导学生在做中学、感中悟，为高中自然地理模块的模拟实验教学提供 “理论赋能、实践落地、评价闭环”的教学范例。

Grounded in embodied cognition theory, this study takes the“water cycle”as an experimental case, draws on the real-world situation of“campus waterlogging,”uses everyday experimental materials, and constructs an instructional model of“embodied experience—cognitive construction—competency generation.”Approaching the design from three dimensions—physical manipulation, multi-sensory integration, and situational immersion—the study develops an experiment that embodies embodied characteristics throughout the entire process, guiding students to learn by doing and gain insight through perception. It provides a teaching paradigm characterized by“theoretical empowerment, practical implementation, and an evaluative closed loop”for simulation experiments in the high school physical geography module.