Research On The Teaching Design Of Chinese Comprehensive Learning Under Embodied Cognition

In the context of the new round of basic curriculum reform,how to enhance students' core language literacy has become an important issue in current education research.Although under the guidance of the new curriculum standard in 2018,“comprehensive Chinese learning” has become an important part of the Ministry's edition of textbooks and cultivating students' core literacy of Chinese,for a long time,most first-line junior high school Chinese teachers ignore students' body subjectivity and the significance of students' body participation in learning activities.Embodied cognition,as a cognitive science that has been used abroad for a long time and has attracted much attention in my country in recent years,emphasizes the formation process of body-influenced cognition,which has important guiding significance for classroom teaching of separation of mind and body.Its characteristics are highly compatible with the comprehensive study of Chinese,and meet the requirements of the new curriculum standards and the needs of the core literacy of Chinese subjects.Therefore,the author attempts to apply embodied cognitive theory to the design of integrated language learning instruction,and has conducted a useful exploration of it.From the perspective of embodied cognition theory,cognition is formed in the interaction of brain,environment and body.Based on the consistent characteristics of embodied cognition and comprehensive learning,determine the teaching design principles of situational embodiment,activity embodiment and environment embodiment,and construct a design framework for embodied comprehensive learning.And the implementation of "into the world of novels" embodied comprehensive learning teaching design in a middle school.And follow the design-development-implementation-collection-data-analysis research process to explore its implementation effect.According to the analysis of classroom videos,post-test results,evaluation tool of multiple learning tasks,questionnaires on teaching effect,and the arrangement of interviews with teachers and students.The research results show that the embodied learning activities of the oneness of mind and body can promote students' knowledge mastery and understanding,emotional interaction experience and ability improvement.And based on the research results and teaching practice effects,the teaching reflection is drawn,in order to provide theoretical and practical reference for the current comprehensive learning teaching design.