【关 键 词 】：
地理空间； 在场感； 图式； 具身认知； 沉浸式虚拟现实
The macroscopic nature of geographic space goes beyond the scope of human perception, resulting in the general problem that geography teaching is divorced from context and experience. Immersive virtual reality (IVR) provides a simulated experience environment for this, but its learning effect and intrinsic mechanism are not clear. Therefore, this study investigates three pairs of relationships: immersion and learning motivation, presence and embodied concern, schema and concept generation. An experiment is designed to detect the learning differences between IVR and the video, and the results of the experiment are analyzed from two aspects of learning experience and cognition. It is found that IVR has advantages in the process of spatial presence, depth perception and schematization. On this basis, the contradiction between the fidelity of IVR materials to the objective and the artificial selective construction is discussed. It is considered that the schematization is a basic principle for selective construction. From the perspective of geospatial thinking, this paper interprets the meaning of embodiment, and then gives new connotation to situated learning with the thought of embodied cognition.