Research On Text Teaching Of Chinese "News Media" In Senior High School From The Perspective Of Embodied Cognition

In recent years,embodied cognition theory has been paid more and more attention in the field of pedagogy.A series of researches on the application of embodied cognition theory to teaching practice have provided a new idea for the reform of Chinese education and teaching,which has important practical significance for the current teaching reform.In this regard,this study starts from the practice of text teaching of "news media",examines the current situation of text teaching of "news media" in high school Chinese under the guidance of embodied cognition theory,and proposes feasible solutions to the existing problems.This research mainly includes the following aspects:1.Summarize the theoretical development of embodied cognition,summarize its consensus characteristics from theoretical studies on embodied cognition,and sort out the learning theories related to embodied cognition theory,so as to provide a solid theoretical basis for the application of embodied cognition in education and teaching.2.Combined with the theory of embodied cognition,the text characteristics and teaching value of "news media" texts are analyzed.This paper systematically discusses the adaptation of embodied theory to the text teaching of "news media" from the perspectives of the body,richness,difference and interactivity of "news media" text.Furthermore,the teaching value of "news media" text is analyzed to provide guidance for the implementation of teaching practice.3.Investigate the current teaching status of "news media" texts.By developing survey tools such as questionnaire and interview outline,combining with classroom observation method,this paper points out the existing problems in the current text teaching of "news media",such as dissociation of teaching activities,weakening of classroom enthusiasm,and separation of text and experience,and analyzes the reasons.Provide guidance for the formulation of strategies.In view of the problems in the current investigation,strategies are proposed from the three perspectives of the formulation of teaching objectives,the design of teaching activities and the design of teaching evaluation,and the feasibility of strategies is supported by corresponding teaching design and teaching cases.Including the analysis of students’ cognitive level,analysis of learning needs and other strategies to develop teaching objectives;Put forward the teaching activity design strategy of comparative reading,task guidance,scene construction and practical experience;Put forward teaching evaluation strategies such as real-time feedback and reflective experience.Finally,through the analysis of the teaching effect of "Like Seeing Heavy waves of Rice in Beans",the results achieved so far and the difficulties to be overcome in the future are obtained.