Research On Senior School Chinese Reading Teaching Based On Embodied Cognition Theory

The development course of Chinese education can be divided into four stages: ge rmination and birth,difficult growth,tortuous development and maturity.It was not un til 2000,when the research work on curriculum standards began,that the color of lan guage subject awareness was faded.The compilation of curriculum standards focuses on cultivating students’ Chinese literacy,and Chinese education highlights the practic ality of language application and the subjectivity of students’ learning.Ordinary High School Language Curriculum Standards(2017 Edition,Revised in 2020),the core is p ut forward to cultivate the students’ language accomplishment,also by the single teac hing primarily to Chinese teaching“ learning group ”teaching,the Ordinary High Scho ol Language Curriculum Standards(2017 Edition,Revised in 2020),set up 18 learnin g tasks,task oriented,driving the learning situation and guiding students to improve t heir Chinese literacy in the rich learning activities of language use,that is,emphasizin g the creation of “offline”situation in the form of setting learning tasks,and improving the core Chinese literacy through the design of language use learning activities,whic h implies the idea of embodied cognition.Different from “disembodied cognition”,“embodied cognition”brings “body” int o the public’s vision.Philosophers such as Husserl,Heidegger and Merleau Ponty hav e successively carried out profound reflection and criticism on the inherent defects of“mind-body dualism”,and their works are the reference points for reevaluating the rel ationship between “mind-body”.The educational thoughts of Dewey,Piaget and Vygo tsky all emphasize the importance of “body” to the acquisition of experience and kno wledge from different degrees.As a new cognitive paradigm,embodied cognition has exerted great influence in various fields and set off a wave of research since its emerg ence.This theory not only conforms to the concept of new Chinese teaching reform,b ut also makes a new innovation of Chinese teaching,curriculum teaching,learning tea ching and knowledge teaching in our country,it also broadens the thinking of Chinese reading teaching,some scholars try to use the essence of the theory to reform the mal practice of traditional Chinese teaching.This paper uses literature reading method to browse the core classical literature o n embodied cognition theory in a wide range,understand the development trend of thi s research,and sort out the core views,characteristics,principles and theoretical basis of embodied cognition theory.Secondly,questionnaire survey and interview were use d to investigate the status quo of embodied cognition theory in Chinese high school re ading teaching.Finally,construct and apply embodied cognition theory to Chinese rea ding teaching framework.The framework of this paper is divided into the following p arts:First,the main research results on embodied cognition theory at home and abroad are summarized,and the core views,principles and theoretical basis of embodied cog nition theory are concluded.Secondly,the present situation of applying embodied cognition theory in Chinese high school reading teaching is investigated and analyzed.Thirdly,this paper makes a comparative analysis of the teaching strategy of using embodied cognition theory in Chinese reading teaching in senior high school,brings out the new ideas,constructs an operating framework of situation,body,and cognition to guide Chinese reading teaching,and creates a contextual task to improve the disadv antages of “body experience” in traditional Chinese reading classroom.