Research On The Development Of Integrated Learning Projects In Elementary School Languages From The Perspective Of Embodied Learning

In 2001,the Ministry of Education promulgated the Language Curriculum Standards for Full-time Compulsory Education(Experimental Draft)(hereinafter referred to as the standards),which formally incorporated the section of "integrated learning" into the language curriculum.As one of the five major areas of language learning,integrated learning is practical and comprehensive in nature.Integrated learning is a theme of inquiry activities that enable students to develop their comprehensive language skills and literacy.Therefore,how to carry out the teaching of integrated learning more effectively and let students experience the fun of cooperation,independence and inquiry in the activities is the current issue that should be faced in the teaching of integrated learning in elementary school language.Embodied learning emphasizes "bodily participation" and "contextual involvement",treats students’ bodies as the core,and promotes the unification of knowledge,emotion,intention and action through the body and mind to the greatest extent possible.It breaks with traditional teaching methods and allows students’ learning to occur naturally,authentically,and freely.Therefore,integrating the concept of embodied learning into integrated language learning can not only promote the unity of students’ knowledge and action,but also innovate students’ learning style and promote the progress of school education and teaching.This paper firstly uses literature research,case study and classroom observation to understand the current situation of teaching integrated learning in elementary school languages.Secondly,we use the case study framework of "case background-case description-case analysis" and select the LICC paradigm of "session The second step is to use the case study framework of "case context-case description-case analysis"and select the "session" perspective in the LICC paradigm to record the teaching behaviors of teachers and students in the session.The analysis shows that teachers are good at using multimedia resources to create realistic situations for students;they pay attention to students’ physical participation and give them physical experience in practice;they focus on building an open and free teaching environment to promote students’ body and mind;they pay attention to students’ body and mind as a whole and promote students’ cognitive development.At the same time,the following problems emerge: students’ autonomy is not fully highlighted in teaching;the context created by integrated language learning is single;and the form of integrated learning courses offered by teachers lacks distribution.The problems are mainly attributed to the following reasons: first,teachers do not have the concept of embodied learning and are unable to link the concept of embodied learning to integrated learning;second,the teaching field for integrated learning is very limited;and finally,teachers’ teaching skills for integrated learning are weak.This study follows the requirements of the Compulsory Education Language Curriculum Standards(2022)Edition for integrated learning,which facilitates the mastery of students’ knowledge by embodying concepts confined to students’ minds through bodily movements and contextual experiences and thereby realizing thinking.This paper further digs deeper into the strategies for developing integrated learning projects in elementary school languages.Teachers should build body-centered teaching and carry out holistic project activities when teaching integrated learning in elementary school languages;take the real-life world as the entry point and build spiral project themes;focus on arousing students’ interest and deepening their understanding of knowledge in content design;take body participation as the core to enrich students’ physical The content design focuses on arousing students’ interest and deepening their understanding;physical participation is the core to enrich students’ physical experience;Promote the unity of students’ body and mind with multiple evaluations as the leading factor.