本文基于具身认知理论，以“设计与制作三球运动演示模型”工程项目为载体，通过一系列具身化的任务驱动，使学生亲历了“问题—设计—物化”三个工程流程。在实践中，学生从具身感知现象本质，到具身分析限制条件，进而开展具身设计优化，最终通过具身反思实现认知升华，以期促进学生形成工程观念、提升工程设计能力并培养良好的工程思维习惯，从而发展学生的工程素养。

Based on the theory of embodied cognition, this paper takes the engineering project of "designing and making a three-ball motion demonstration model" as the carrier. Through a series of embodied task-driven activities, students experience the three engineering processes of "problem-design-materialization". In practice, students perceive the essence of phenomena through embodiment, analyze limiting conditions through embodiment, carry out design optimization through embodiment, and ultimately achieve cognitive sublimation through embodied refl ection. This aims to promote the formation of engineering concepts, enhance engineering design capabilities, and cultivate good engineering thinking habits, thereby developing students' engineering literacy.