Research On English Teaching In Primary Schools Under The Guidance Of Embodied Cognition Theory

The concept of unity of instrumentality and humanism in English subject calls for the application of integrated thinking in classroom teaching,emphasizing the dynamic interaction of students’ bodies,cognition and environment.However,the author found in the survey that there are some realistic problems in the current stage of primary school English teaching,such as rigidity of students’ learning state,single teaching methods and ineffectiveness of classroom teaching,which are not conductive to the cultivation of students’ core literacy and the development of excellent thinking quality.Through comparison and analysis of different theories,the author finds that the core viewpoint of embodied cognition theory can effectively solve the above problems.Therefore,guided by embodied cognition theory,this thesis tries to construct an embodied teaching design for primary school English teaching,and verify the practicability and effectiveness of embodied teaching through practice.Moreover,this thesis further summarizes the corresponding safeguard measures,and attempts to provide a new approach for primary school English teaching.This thesis mainly includes the following chapters:Chapter one is the basis for the introduction of embodied cognition theory into primary school English teaching.Starting from the basic views of embodied cognition theory,the embodied characteristics of primary school English teaching and the significance of introducing embodied cognition theory into primary school English teaching,this chapter clarifies the rationality and necessity of introducing embodied cognition theory into primary school English teaching at the theoretical and practical levels,and forms a preliminary understanding of the two aspects.Chapter two is the teaching design for primary school English teaching guided by embodied cognition theory.This chapter analyzes the design framework of English teaching in primary schools based on embodied cognition theory.It mainly discusses the principles that embodied English teaching in primary schools should follow and the key points that should be considered in order to lay the research foundation for the next chapter on teaching practice.Chapter three is the teaching practice in primary schools under the guidance of embodied cognition theory.Based on the main line of preparation-implementation-effectiveness-reflection,this chapter takes unit 4 of the fourth grade “At the Farm” as the teaching content,and carries out practical teaching experiments under the guidance of embodied cognition theory,combined with the corresponding design principles and design points.The results show that the teaching of English as an embodiment in primary schools has the advantages of practicing the concept of embodiment,highlighting students’ active roles in classroom activities,and making classroom situations close to real life.Meanwhile it also has the shortcomings of insufficient guidance for students’ embodied activities and too much intervention in the whole embodied classroom.Chapter four is the safeguards of primary school English teaching guided by embodied cognition theory.On the premise of the advantages and shortcomings summarized in the practical attempts,this chapter provides an in-depth consideration of embodied cognition theory and English teaching in primary schools and proposes more targeted safeguarding measures.The measures mainly include the improvement of teaching philosophy,the support of teaching strategies and the training of embodied cognition,in order to provide more useful reference experience for practical application.