| English prepositions are an important part of the English vocabulary.Although the number of the English preposition is small,most prepositions have several different meanings and can be paired with many other words,making them the most active words in the English language.The uncertainty of English prepositions and the diversity of grammatical collocations have become the focus and difficulty of English learners in learning and using.What is the starting point and destination of English preposition teaching research is making their usage regularized,structured and organized through exploring the cognitive origins and laws of prepositions.Embodied cognition emphasizes the interaction of body,cognition and environment.Its basic principles provide a new perspective and ideas for the teaching of the semantic origin and collocation rules of prepositions,which is beneficial to the realization of English Curriculum Standards for Compulsory Education and the English Syllabus for 9-year Full-time Compulsory Education for Junior High Schools in terms of vocabulary teaching,especially the target requirements for preposition teaching.Based on the basic principles of embodied cognition,this research designs personalized teaching plan about junior middle school English prepositions through literature research,experimental research and survey interview research,which is for uncertain phenomenon and diversity in teaching and learning of English prepositions.as the same time,this research will be applied in teaching and verify teaching effect.First,in order to analyze the problem in vocabulary teaching,establish the policy and realistic basis for selecting the topic.this research combines the relevant research literature on vocabulary teaching in junior middles school as well as compares the standard requirements of the curriculum,identifying the gaps in the bench mark.Second,in order to find the theoretical basis for constructing and analyzing prepositional embodied teaching actives,this research sorts out and grasps the basic principles of embodied cognitive theory,seeking its internal connection with vocabulary teaching,especially with preposition teaching.Third,based on the principles of embodied cognitive education,embodied,situational,and interactive,construct a framework of embodied teaching activities.Taking English preposition teaching as an example,the content of the ninth grade English textbook of the People’s Education Edition is selected,and the process of prepositional personalized teaching activities is designed.The teaching plan is designed from the three aspects of teaching design classification,front-end analysis of teaching elements,and personalized teaching environment.Later applied to teaching practice.Fourth,test the application effect of prepositional personal teaching.The teaching and research experiment lasts for four months(September 3,2019 to December 24,2019).The experiment includes 47 students in the eighth class of the 9th grade of the Foreign Language School in Yan’an City,Shaanxi Province.The experimental textbook is a junior high school English textbook published by the People’s Education Press.The teaching content is a full volume of ninth grade.Combining summary tests,questionnaires,interviews and text analysis,the validity and feasibility of the personalized teaching activity program and the specific Teaching effect.The test data was collected and analyzed by Excel 2003 and SPSS20.0 statistical software.The experimental data showed that the classs’ preposition scores(preposition fill-in and single item selection)averaged 21.4894 in the pre-test and 29.4468 in the post-test respectively.In the process of the teaching method of embodied prepositions,the English prepositions of the class have been significantly improved.The questionnaire is filled out to verify whether embodied cognitive teaching can improve the ninth grade students’ cognitive and applied ability.The questionnaire is mainly adapted from Li Minjiao’s Design of Teaching Activities Based on Embodied Cognitive Theory.Distribute and fill out the questionnaire in the experimental class,fillin the questionnaire(December 24,2019)in the class,and collect and analyze the data using Excel 2003 statistical software.Through the analysis of the data of the questionnaire survey results,the results show that 72.34% of the students in the overall evaluation of embodied activity think that they can easily grasp the meaning of all prepositions and complete the practice smoothly through the embodied teaching.93.61%of students love the personal prepositional teaching method and think it is very interesting.70.21% of students think that the courseware used in personal teaching activities is very reasonable.81.82% of the students indicated that they are very willing to learn using personal teaching activities.The satisfaction of each item is very high.It shows that before and after the implementation of the embodied teaching method,students’ cognition and application of English prepositions have been improved.Through teacher interviews and student homework analysis,it is concluded that the personalized teaching method enhances students ’interest in learning and motivation,improves students’ ability to apply prepositions in writing and speaking.In addition,the personal teaching plan and shortcomings and improvements in the implementation are proposed.The preposition design should be integrated with the overall knowledge point to improve the students’ ability to listen,speak,read and write.Teachers should do three preparations before class: prepare students,Preparing teaching plans,teaching methods.The preliminary conclusion is that junior middle school English preposition teaching based on embodied cognition theory is conducive to improving learners’ prepositional cognition,learning,and application of language knowledge and language skills,and can better reflect the unity of English curriculum instrumental and humanity.The nature has a certain positive effect on laying the foundation for students’ lifelong development. |
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