The Design Of Kindergarten Story Teaching Activities From The Perspective Of Embodied Cognition Theory

"Guidance on learning and development for children aged 3-6 " clearly stated: "the development of young children's language in all fields,but also in other areas of learning and development has an important impact." This thesis clearly points out that the learning and development of children's language has an irreplaceable role in its overall development.As the material of kindergarten language education,children's stories are the most popular,so the story teaching activities in kindergarten have been widely concerned by educators and parents.But the story of kindergarten teaching activity design nowadays tend to know the story of children for the purpose of the teacher asked students to answer the single teaching mode,do not stimulate children's interest in learning,but also the long-term development of their physical and mental adverse.In recent years,many scholars at home and abroad have realized that the theory of embodied cognition has an important guiding significance for language teaching in kindergartens,and has carried out a systematic and specific study.Embodied cognition theory embodied learning advocate suitable situation creation,emphasis on interactive body and situation,pay attention to the internalization of the subjective experience of these to improve the current status of language education in kindergarten is of great practical significance.This study from the perspective of the cognitive theory of the body out,by using research methods of literature method,observation method,interview method,case analysis and other research on kindergarten story design of teaching activities,access to relevant literature,collecting and sorting activities case,witnessed the event,interviews with relevant personnel,in order to summarize the existing problems and causes of formation at the same time,pointed out a new perspective on solving the problem of reference,and to seek effective strategies for kindergarten story design of teaching activities,in order to improve the quality of kindergarten teaching activities of the story.This study consists of five parts:The first part,introduction.This part mainly discusses the background,reason and significance of the topic,literature review,research methods,contents,as part of this study.The second part,the significance of the theory of embodied cognition in the design of kindergarten story teaching activities.As a significant feature of the second generation of cognitive science,embodied cognition theory is of great significance to the innovation of language teaching activities in kindergarten.On the basis of previous studies,the author of the embodied cognition theory origin,theoretical basis,main viewpoints and theories related to the relationship between,to reveal the significance in the story ought to be issued by the kindergarten teaching activities in the design of personal cognitive theory.The third part is the reflection of the present situation of the kindergarten story teaching activities under the theory of embodied cognition.The first part through the in-depth analysis of the concept of kindergarten story teaching activity design,each link then used observation and interview method to design the teaching activities of the kindergarten story and related personnel conducted a thorough investigation,the final analysis Mocha to the summary and reflection of teaching activities in kindergarten story design problems.The fourth part is about the design principles of the story teaching activities in the kindergarten.In the analysis of the relevant literature on embodied cognition theory,considering the physical and mental characteristics of children and the language level of development,put forward the design of teaching activities in kindergarten story under the concept of embodied cognition based on the principle: the principle of subjectivity,the body participation principle,contextual principle and active principle.The fifth part is about the strategies of the story teaching activities in Kindergarten under the theory of embodied cognition.In the process of repeated discussions with kindergarten teachers design and implement teaching activities,to embodied cognition theory as the guide,from the organization and implementation of kindergarten story teaching activity goal,content,evaluation and puts forward some related design strategies in four aspects.