Senior Middle School English Classified Teaching Design Of Knowledge And Skills : Embodied Cognitive Perspective

In order to realize the language ability,cultural awareness,thinking quality and learning ability that the English Curriculum Standards for Senior High Schools(2017)(hereinafter referred to as the New Curriculum Standards)put forward,teachers should design English learning activities with comprehensive,relevant and practical characteristics,and construct curriculum contents such as “thematic context and discourse type”.Therefore,teaching design is of great significance to the curriculum reform of senior middle school English.At present,curriculum reform of senior middle school English is still far from the requirements of the New Curriculum Standard.Firstly,the essence of teaching philosophy is instilling teaching model;secondly,teaching content is scattered,and the flexible integration of “context” and “discourse” of course content has not been carried out;lastly,teaching methods have not kept pace with the times and been innovated.The core of teaching design is teaching method.While many teaching design studies only focus on the theoretical guidance,and there are few studies on the specific scheme of English teaching design,which leads to the frontier teaching methods have not been implemented in practice.Traditional cognitivism holds that the function of the body is only to “transport” knowledge,which is the root of the above problems.The teaching task is to promote the development of students' thinking ability and the acquisition of objective knowledge.The embodied cognition holds that the generation of cognition is closely related to the body and environment.Students should experience knowledge with their bodies in the environment,and then understand and internalize knowledge.Therefore,basing on the requirements of the New Curriculum Standard and the problems existing in the current English teaching design and teaching practice in senior high schools,this study attempts to systematically classify the senior compulsory textbooks of the People Education Press and try to design the classified knowledge and skills teaching model and cases which are based on the embodied cognitive perspective.In the course of the study,five senior high school English teachers and fifteen students of a class in grade one of a middle school in Yan'an City were interviewed.It was found that there were no teachers to classify texts and implement classified teaching.Five teachers and the most students of them expressed their expectations for this teaching model.Therefore,25 texts of compulsory textbooks are classified according to the thematic context and discourse type of the New Curriculum Standard.After classifying the texts,five teachers were interviewed again to modify the unreasonableness.Fifteen senior students in grade two and fifteen senior students in grade three of a middle school were interviewed.Most students preferred and expected the classified teaching model.It is found that the compulsory textbooks include four text types: narration,expositive writing,practical writing,conversations and interviews.What is more,they include three thematic contexts which are “human and self,human and society,human and nature”.In order to highlight representativeness,four kinds of thematic context teaching design models,namely,narration,expositive writing,practical writing,conversations and interviews and four kinds of teaching design cases of classified knowledge and skills in the context of “human and society” have been designed,which are based on the embodied cognition.After completing the teaching design,five senior middle school English teachers were interviewed again.They all expressed that the classified teaching design is reasonable and operable,and mentioned that it would be used,tested and revised in teaching practice.Senior middle school English classified teaching design of knowledge and skills that is based on the embodied cognition has not been used and tested in teaching practice,but it classifies texts according to the curriculum content of the New Curriculum Standard.Different themes and texts adopt different teaching design models,which are more targeted,specialized and unique.The teaching design is of positive significance to improve the efficiency and effectiveness of senior middle English teaching and to achieve the teaching objectives of key competencies.