Research On Teaching Approach Of Primary Chinese Classroom Based On Embodied Cognitive Theory

In recent years,with the rise and development of the ideological trend of "Embodied Cognition",the trend of "body" returning to teaching has gradually appeared in the teaching field.Teaching activities are no longer viewed solely as a pure head calculation process above the "neck",but as a "inside-out" process with physical participation,in this process,students’ bodies and their activities are embedded in a certain environment and play an important role in their learning.This change in concept has formed a huge impact and challenge on the teaching mode of thinking and behavior of "Evaluate the mind and despise the body" in traditional classroom.In this context,how to effectively change the "Disembodiment" learning style of students in the classroom and realize the harmonious development of students’ mind and body,these questions urgently need to be answered in theory and practice.This research is based on the theory of embodied cognition,and uses logic analysis and induction methods to find theoretic evidence between teaching theory and embodied cognition theory from Locke,Rousseau,Dewey,Black,SMALLab,etc.At the same time,based on the combination of subject characteristics,and using primary school Chinese as an entry point,to explore the connotation,structure,and implementation process of primary school Chinese teaching approach from a cognitive perspective.In addition,we have designed and implemented this teaching method in practice,explored the impact of this classroom teaching method on student learning through experimental methods,and reflected and summarized this teaching method.The Research indicates:First,embodied cognitive theory can be involved in the study of the transformation of teaching methods.Second,the elementary Chinese classroom teaching method based on embodied cognition theory is the organic unity of the teaching thinking mode of "integration of body and mind" and the teaching behavior mode of "perception-movement",the teaching thinking mode of "integration of body and mind" mainly refers to the conceptual reflection of the integration of "mental" and "body" in the teaching process between teachers and students and the analytical logical thinking mode decided by them,the teaching method of "perception-movement" mainly refers to the form and method of physical activity(body movements,physical action,physical sense,physical games)using "perception-motion" in the teaching process.it emphasizes that students ’physical activities are embedded in a certain physical environment to form students’ physical experiences.In implementation,this teaching method is mainly composed of four stages: analysis and selection,design,implementation,reflection and modification.Third,the primary school Chinese classroom teaching method from the perspective of embodied cognition,which can promote students’ memory and understanding of knowledge to a certain extent.Fourth,although it has reformed the thinking,forms and methods of traditional primary school Chinese classroom teaching to some extent,it also has many limitations.While attaching importance to the value of the body in the process of education and teaching,we should use a variety of teaching approach in a comprehensive and balanced manner.