Embodied Teaching Design Of Elective Compulsory Vocabulary And Its Application In Senior High School

Vocabulary is the sum of all words and phrases in language.Words are the building materials of language and the smallest language unit that can be used independently.Learning vocabulary is not only to memorize the sound,form and meaning of words,but also to understand and express information or opinions related to various topics through listening,speaking,reading,writing and other language activities.Senior high school English courses can be divided into three categories: compulsory,selective compulsory and elective.Selective compulsory courses are required courses for senior high school students who need entrance examination,which form a progressive relationship with compulsory courses.The curriculum standard puts forward the requirements of arranging vocabulary according to different subjects,understanding specific meaning,expressing meaning accurately,grammar and vocabulary quantity.It can be seen that compared with the compulsory stage,the selective compulsory stage puts more emphasis on students’ understanding and application of vocabulary.In order to teach high school English selective compulsory vocabulary better,it is necessary to carry out further research.The theory of embodied cognition emphasizes the interaction of body,cognition and environment.The design of selective compulsory vocabulary teaching scheme under the guidance of the theory of embodied cognition helps to better achieve the overall goal and requirements of vocabulary mastery in the curriculum standard for senior high school English,and also helps to improve the effectiveness of vocabulary teaching.In view of the phenomenon of formalization of teaching content and simplification of teaching methods in selective compulsory vocabulary teaching in senior high school.Based on the basic principles of embodied cognition,through the methods of literature research,case study and interview research,this paper designs a selective vocabulary teaching scheme for senior high school English,applies it to practical teaching,and verifies the effectiveness of vocabulary teaching.Firstly,through the analysis of the curriculum standard,students’ cognitive characteristics and the current situation of selective compulsory vocabulary teaching in senior high school,the paper establishes the policy and practical basis of topic selection and analyzes the existing problems and research contents in teaching.Secondly,sort out and grasp the basic principles of embodied cognition theory,seek its internal relationship with vocabulary teaching,and excavate the teaching value of embodied cognition theory as the theoretical basis for the construction of selective required vocabulary teaching activities.Thirdly,according to the embodied,situational and metaphorical principles of embodied cognitive theory,this paper classifies English selective compulsory6-8 module vocabulary,and puts forward the teaching design of high school English selective compulsory vocabulary on the basis of learner analysis,teaching content analysis and learning needs analysis.After demonstration and improvement,it is applied to teaching practice.Fourthly,carry out teaching experiments and test the effectiveness,feasibility and teaching effect of teaching design through questionnaires and teacher interviews.The results show that more than 80% of the students have realized the importance of vocabulary learning from four aspects: achievement,reading comprehension,vocabulary memory and meaning mastery.91.26% of the students think that they are interested in vocabulary learning through embodied vocabulary teaching.72.81% of the students think that through the embodied Metaphorical Vocabulary Teaching,they can better understand the connotation of vocabulary and use vocabulary better.This also meets the requirements of the new curriculum standard in the selective compulsory stage for students’ vocabulary comprehension and application ability.Then,embodied vocabulary teaching method improves students’ enthusiasm in learning vocabulary,enhances classroom participation,and cultivates students’ embodied thinking and metaphorical thinking.It can enhance the experience and embodiment of vocabulary,guide students to deepen the use and understanding of vocabulary through metaphor transfer strategy and meet the goals and requirements of selective compulsory vocabulary in the curriculum standard.The selective compulsory vocabulary teaching in senior high school based on embodied cognition theory is conducive to improving learners’ cognition,interest and application ability.And the creation of specific language situations to cultivate students’ embodied participation;exercise students’ metaphorical ability to enrich the relevant vocabulary semantics;design interactive output activities to help students understand vocabulary.