Application Of Embodied Cognition Theory In Ancient Poetry Teaching In Senior High School

With the continuous iterative renewal of contemporary educational ideas,educators are no longer one-sided "elevating" students' wisdom and spirit,but gradually realize the unity of students' spirit and body.The philosophical concept of embodied cognition extends to the field of education and is gradually recognized.This study starts from the reality of ancient poetry classroom teaching in senior high school,and puts forward the main problems of this research:the theory of quasi embodied cognition focuses on the current situation of ancient poetry classroom in senior high school,and puts forward appropriate solutions on the basis of analyzing the problems,so as to promote its development.This paper is divided into five chapters:The first chapter discusses the basic concepts of embodied cognition theory.The discussion focuses on embodied cognition theory,which involves the broad and narrow concepts of embodied cognition theory respectively;The evolution of embodied cognitive theory from "disembodied period",development period to "embodied period";Types of embodied cognitive theory;The theoretical basis of philosophy and psychology for the formation of embodied cognition;Embodied cognitive theory has the characteristics of subjectivity,generation,situation,metaphor,experience,interaction and so on.The second chapter discusses the feasibility and superiority of applying the embodied cognitive theory to the teaching of ancient Chinese poetry in senior high school.Applying the embodied cognitive theory to the teaching of ancient poetry can explore its theoretical basis from the new curriculum standard:the embodied thought contained in the new curriculum standard and the embodied arrangement in the new teaching materials provide a theoretical basis for the embodiment of ancient poetry teaching,and can optimize the teaching effect of ancient poetry to a certain extent.The third chapter mainly discusses the problems and reasons of current Chinese teaching in senior high school from the perspective of embodied cognition theory.The author conducted a questionnaire survey on some students and teachers in two high schools in Y and D.through the summary and analysis of the results of the questionnaire feedback,it is found that the problems mainly focus on two aspects:teachers and students-the lack of students'subject status and the separation of body and mind;Teachers' teaching ideas fail to keep pace with the times and lack embodied teaching enthusiasm.The author believes that if we want to fundamentally improve the current situation of ancient poetry teaching in senior high school,we can't ignore either side of teachers and students.Scientific analysis and reasonable attribution can lay a foundation for optimizing teaching strategies.The fourth chapter discusses the relevant strategies to improve the teaching efficiency of Chinese ancient poetry from the perspective of embodied cognitive theory.Starting from the problem,the author puts forward relevant solutions from the dimensions of teachers and students respectively.On the basis of solving the problem,the author gives full play to the advantages of embodied cognitive concept in the field of ancient poetry teaching in senior high school.Students can give full play to their subjective initiative,mobilize body language,carry out cooperation and communication,and face the life situation,so as to realize the embodied learning of ancient poetry;Teachers can establish embodied teaching concepts,construct situations,regulate emotions and optimize the evaluation of students.The fifth chapter is a case study of the teaching of ancient poetry in high schools guided by embodied cognitive theory,taking "Pipa Line and Sequence" as an example,showing the teaching case design ideas,and in the process of after-class reflection,it is found that the teaching of ancient poetry under the guidance of embodied cognitive theory has obvious advantages:a variety of methods are promoted to enhance students' motivation to learn ancient poetry,and teachers' enthusiasm for teaching ancient poetry is improved;the participation of multiple organs enables students and teachers to fully mobilize their bodies to participate in the teaching situation and achieve good teaching results The interaction of multiple subjects is reflected in the interaction between students and students,and the interaction between teachers and students to achieve the effective generation of ancient poetry teaching.The shortcomings are reflected in the difficulty of ensuring student participation,uneven learning effects,tight teaching time,and many teaching links.Under the guidance of the concept of embodied cognition,this paper focuses on the current situation of Chinese ancient poetry teaching in senior high school,faces up to the deficiencies,restores the causes behind the problems,puts forward targeted teaching strategies and suggestions,realizes the transformation from the representation view of knowledge to the view of embodied knowledge,promotes the development of ancient poetry teaching in senior high school,and improves the teaching enthusiasm of both teachers and students.