Teaching Primary School Reading Action Research In Embodied Cognition Theory Perspective

With the implementation of the new curriculum reform,under the guidance of the teaching concept"people-oriented", Chinese reading teaching in primaryschool has some changes, making instrumental andhumanistic characteristic of Chinese reflected. However,during the Chinese reading teaching process in primaryschool, there are still some problems that can not beignored.In the practice of curriculum reform, someteachers use "disembodied"educational philosophy toguide teaching practice, contrary to the people-orientededucational thought.The researchers had studied the cognitive theory, through cooperation with teachers,carriedout action research on the Chinese reading teaching inprimary school, further explored the educationalsignificance of the embodied cognition theory, clear anddefinite meaningful cognitive theory to teachers, teachingmaterials, classroom teaching, deepen the new curriculumideas "people-oriented", and promote the development ofteachers teaching skills and specialty.At the same time,itprovides a new perspective for the reform of the students’learning style, promote students to explore knowledgemore efficiently, play their own subjective position inteaching practice, becomes a mental health, healthypersonality, all round student.In the process of action research, researchers and teachersestablish a mutual trust and good cooperativerelationship,combined with teacher L’s specific Chinesereading teaching situation, a detailed analyze concretelyteacher L’s "disembodied" teaching problem of "Books only teach","knowledge-based" and "injection", and solveproblem under the guide of embodied cognition theory,reflect and evaluate the effect of problem solving accordingto the teaching practice,, so that teachers can trulyunderstand the embodied cognition theory,understandingthe student-centered educational philosophy, and thuschanging teaching methods, affecting and changing theway students cognitive and learn,so that they can use the"embodied cognition" to understand the text, understandthe text emotional, and combine with the actualcontext-aware text knowledge.Through the research,teachers gradually realize the "student-oriented" how toimplement in the specific classroom teaching, classroombecome more active, learning autonomy of students hasincreased, the quality of teaching improved.Through action research, draws the followingconclusion:Explore the Embodied cognition theory’sphilosophical basis and theoretical ideas. under the guidance of the Embodied cognition theory, Chinesereading teaching process in primary school can solve theproblem "disembodied "in teaching. Embodied cognitiontheory has certain education significance, can be used asthe theory basis of the new curriculum reform, guiding thedevelopment of the new curriculum reform. As a philosophyidea, Embodied cognition theory affect teachers’ cognitiveview, knowledge view,and teaching view,provide atheoretical basis for teachers, change their educationalconcept, change their teaching way, help teachers toimprove their teaching skills, promote the professionaldevelopment of teachers.Embodied cognition theoryinfluence students’ cognition, concept of learning, promotethe healthy development of students’ psychology andpersonality. Action research promote teachers’professional development. Action research is an effectiveresearch methods to explore the teaching theory andteaching practice. According to the research conclusion, we can propose some suggestions for the similar schools orteaching researchers.