The Elementary Language Classroom Experience Research In Body Phenomenology Perspective

The teachers have paid much attention to the exam-orientededucation in the past elementary school language classroom. For thecultivation of the students,teachers have focused on simple,mechanical training on students’ thinking, in order to enable studentsto obtain the ability of getting high marks in the exam with constantpracticing. However, teachers gave less positive attention to thestudents’ body experience and subjectivity. Since the issue of primaryschool Chinese curriculum standard, it has reformed curriculumcontent and target, the way of learning and teaching concept,evaluation methods and objective aspects, and has achieved goodresults. Especially for the respecting of students’ unique experienceand noticing their development of subjectivity in cooperation,autonomy and explored teaching methods and soon,keeping a watchful eye on the students’ actual physicalexperience,bring new vigor into primary Chinese classroom. However, in the actual elementary school language classroomafter e new curriculum standard promulgated,whether the teachers’teaching change? How to experience the student body? What are theproblems to be resolved? By what way to solve……These problemshave caused researcher’s thinking.To solve these problems, from theattention to primary school language classroom experience,exploring the Body phenomenology for teaching epistemology toguide and improve the research purpose and meaning, researcherstudied the experience of primary school language classroom withBody phenomenology theory as theoretical guidance.It took a long time to observe and record a primary schoollanguage teacher and a class of students by using qualitativeresearch methods, and interview them with some questions.On thebasis of relevant theoretical research to students’ classroomexperience, researcher choose “The pupils’ positive and negativeteaching experience”,“The pupils’ were concerned and ignoredlearning autonomy experience”,“The pupils’ endogenous-exogenousand formalized emotion experience” and “The pupils’ autonomousand passive learning attitude experience” as experienceobservation points, and the information collected by this logicalframework after arrangement, classification, code and archiving. Atthe same time, while the researcher in the process of thinking and analysing, has realized the layers of peeling and extracting forinformation, and shuttling between theory and data.Through this research，researcher found that although teachercould care about the students’ bodies feeling in some cases, butfrom the overall, students’ classroom experience is still lacking,teacher focus more on single mind, mechanical training forstudents.The reason is that teacher follows the "mind-bodydualism" teaching epistemology is the key factor which can not beignored,this factor leading to the teacher has separated mind fromthe body, and paid more attention to the "mind" than the "body":teacher attaches importance to unilateral training pupils’ mind, anddespise their bodies’ experience.So,aiming at these problems,researcher put forward the following suggestions on:"Body-mindmonism" re-construction of the primary language classroom, byfocusing on the student’s perception which makes body as theintermediary, expanding students’ perception of channels, in orderto realize the elementary students’ perception of expanding; Byfocusing on the subjectivity of the students’ bodies and using thecorresponding means,in order to realize and arose subjectivity ofthe elementary student’s bodies.