The Teaching Of Chinese Comprehensive Learning In Junior Middle School From The Perspective Of Embodied Cognition

With the development of the times,embodied cognition is gradually rising in the field of education.This study,starting from the current teaching practice of Chinese reading in middle schools,sums up and draws lessons from the application of embodied cognitive theory in teaching at home and abroad,this paper tries to use embodied cognitive theory to examine the current situation of Chinese comprehensive learning teaching in junior middle school,and puts forward feasible strategies for its existing problems.The main body of this thesis is divided into four parts:The first part is the introduction part,discusses the research background of this paper,puts forward the research questions,and explains the significance of the application of embodied cognitive theory to the comprehensive study of Chinese in junior middle school,as well as the research status of embodied cognitive theory and comprehensive learning at home and abroad,the research methods used are questionnaire survey,observation and interview,etc.,this study explores the application of embodied cognition theory to the classroom teaching of Chinese comprehensive learning in junior middle school,exploring the significance of embodied cognitive theory to Chinese education —— embodied cognitive theory holds that mind,body and situation are an inseparable whole,which determines that it is suitable for Chinese comprehensive learning classroom teaching in junior middle school.The second part summarizes the theory of embodied cognition.This paper reviews the philosophical origin of embodied cognition theory,basic viewpoints and embodied cognition theory in the field of education,and discusses the conjunction point between embodied cognition theory and comprehensive learning,which provides a strong fulcrum for the research of this paper.The third part discusses the current situation,existing problems and problem attribution of the comprehensive learning of Chinese in junior middle school from the perspective of embodied cognition.Based on the investigation of a middle school in Jiujiang,it is found that the situation of comprehensive learning of Chinese in junior middle school is not optimistic It neglects students' physical experience,separates activities and situations,and has a backward and single teaching evaluation method.After the attribution,we find that there are several reasons: the school does not give effective guidance to the comprehensive learning of Chinese;teachers only focus on the acquisition of static knowledge;Teachers do not realize the importance of their own physical participation.Through these analyses,it is clear that embodied cognition theory can help to improve the current situation of Chinese comprehensive learning in junior middle school.In the fourth part,the author puts forward the advanced strategies of Chinese comprehensive learning teaching in junior middle school from the perspective of embodied cognition: renewing the educational concept,cultivating the harmonious development of body and mind,giving students moderate physical freedom,teachers should be flexible in physical participation;Construct the physical field of teacher-student interaction,create situational teaching environment,and diversify the evaluation of comprehensive learning and teaching.The fifth part presents a case of applying embodied cognitive theory to guide the comprehensive learning of Chinese in Junior Middle School,and analyzes its classroom effect,it is found that the application of embodied cognitive theory to comprehensive learning teaching has obvious advantages: students' comprehensive learning motivation is stimulated and their comprehensive learning enthusiasm is enhanced;students' personal experience highlights their subjective status;teachers and students communicate and share,give full play to the role of integrated learning expression and communication.Of course,there are limitations: The Teacher's time control requirements are high;a small number of students can not fully adapt;not entirely applicable to all integrated learning.This paper examines the current Chinese comprehensive learning teaching in junior high school from the perspective of embodied cognition,with a view to solving the existing problems from a new perspective and improving the efficiency of the teaching of Chinese comprehensive learning in junior high school,arouse the students' interest in the comprehensive study of Chinese.