Primary School Literacy Teaching Action Research From The Perspective Of Embodied Cognition Theory

This study aimed at lower grade literacy teaching of primary school,it is difficult for teachers to stimulate students' literacy interest;Traditional machinery teaching mode are lack of interest,the literacy teaching “disembodied”,and the effect of literacy teaching effect is not ideal;The teacher's teaching theory is weak;The relationship between teachers and students is tense,the classroom atmosphere is not active and other issues.On the basis of establishing friendly relations,researcher and a W primary school Chinese teacher carried out action research on literacy teaching in primary schools under the perspective of embodied cognitive theory.The purpose of the study is to:Through the study of literacy teaching in the lower grade of primary school,the practical operation of the embodied cognitive theory strengthened;According the embodied cognitive theory formulates targeted literacy teaching strategies,solves the problems in literacy teaching,and improves the effect and quality of literacy teaching in lower grades;Strengthening teachers and students the body participation degree and consciousness in the teaching of literacy,improve the literacy interest and enthusiasm of primary school students,cultivate their habit of active literacy,and enhance the theoretical literacy of teachers.In the process of action research,researchers and cooperative teachers adhere to the action-reflexion-reaction research process,based on practical problems and actual effects,and have achieved gratifying results on the basis of action:students' awareness and habits of independent literacy the literacy interest,the ability to use Chinese characters,and the literacy effect in the classroom have produced positive changes;The teachers' teaching concepts,teaching behaviors and methods are more in line with the concept of quality education;They have formed a friendly and harmonious relationship between teachers and students,active?lively and relaxed classroom atmosphere.The following conclusions have been drawn from the study:the embodied cognition theory guides the literacy teaching in primary schools,which enhances the practical maneuverability of the theory;Action research is an effective research way to explore how to apply the embodied cognition theory to the teaching practice of literacy in lower grades,which enriches the reserve of teachers' teaching theory and improves teachers' research ability,teaching ability and class management ability.The embodied teaching idea can improve the problem of “disembodied” in literacy teaching,enhance the initiative and enthusiasm of body participation in literacy learning of primary school students,stimulate students' interest in learning,and improve the effect of literacy teaching.Based on the results of the study,W primary school and Similar primary schools,teachers and other teaching workers put forward some suggestions.