Research On The Prose Reading Teaching Of High School From The Perspective Of Embodied Cognition

There is a general "disembodiment" phenomenon in high school prose reading classrooms,resulting in students’ embodied sensuality experiences being neglected in prose reading teaching.As an emerging theory widely used in the field of education,Embodied Cognition is important for guiding students’ "bodily return" in the reading classroom.Based on this,this paper examines the relationship between embodied cognitive theory and high school prose reading teaching in order to improve the phenomenon of "disembodiment" in high school prose reading teaching.On the basis of clarifying the current situation of high school prose reading teaching,the paper designs strategies for teaching high school prose reading in the context of embodied cognition theory from three aspects: preparation before class,implementation during class,and evaluation after class,and explores new ways to create an "efficient classroom" for high school prose reading teaching.The main body of the thesis is divided into four chapters:The first chapter,"Embodied Cognition" in relation to the teaching of prose reading in high school,is divided into three sections.The first section expounds the basic claims of embodied cognitive theory.The second section compares the selection of prose texts and the characteristics of their arrangement in the Ministry’s version of senior secondary language textbooks,and finds that literary prose with genuine emotion,emphasis on "writing in context" and "intimate" language is more suitable for "embodied" prose reading teaching.The third section explores the theory of embodied cognition.The third section discusses the relationship between embodied cognitive theory and high school prose reading instruction,and analyzes the applicability of using embodied cognitive theory to guide the improvement of high school prose reading instruction.The second chapter investigates and analyzes the current situation of prose reading teaching in high school,which is developed in four sections.The first section is a student questionnaire survey,which describes the background of the survey,design ideas,and analyzes the data.The second section is the teacher interview survey,which introduces the basic information of the interviewed teachers and analyzes the interview results.The third section is classroom observation,which observes and analyzes the actual teaching record of "Autumn in the Old City" according to the observation dimensions.The fourth section analyzes the results of the survey.The problems of the current high school prose reading teaching include the teaching concept of "separation of mind and body",the teaching process that lacks physical participation,and the single solidified teaching evaluation.The third chapter : Strategies for teaching high school prose reading in the context of "Embodied Cognition",which is developed from three aspects: pre-class preparation,in-class implementation and post-class evaluation.Firstly,in terms of pre-class preparation,teachers should develop a view of embodied reading teaching and create a classroom environment for teaching embodied prose reading.Secondly,in-class implementation can enhance students’ emotional experiences by creating a positive classroom atmosphere,engaging students’ bodies,creating embodied reading teaching contexts,and focusing on interactive classroom interactions.Finally,when evaluating after class,the content of teaching evaluation should be optimised,a diversified way of evaluating prose reading teaching should be constructed,and motivational evaluation of students’ emotional responses to reading should be strengthened.The fourth chapter takes "Autumn in Peiping" as an example of teaching design under the perspective of embodied cognitive theory,which is developed from four aspects: teaching content analysis,learning situation analysis,teaching objectives,and teaching design,in order to provide front-line teachers with examples of teaching design of high school prose reading under the perspective of embodied cognitive theory.