Research On The Teaching Strategy Of Chinese Language And Character In Senior High School Under The Theory Of Embodied Cognition

The Chinese curriculum standard of senior high school(2017 Edition)clearly points out that "the Chinese curriculum should guide students to deepen their understanding and love of the Chinese language and characters and cultivate their ability to use the Chinese language and characters through independent language practice activities in the real situation of language use." It can be seen that language teaching is the basic component of high school Chinese teaching,which plays an important role in cultivating students' expression ability,making students better express themselves and communicate with others,and deepening students' love for their mother tongue.After analyzing "learning objectives and contents" one by one,this study classifies the language and characters involved in senior high school into three parts,namely,"standardized use of Chinese language and characters","writing","oral communication",and combs the teaching objectives of the three parts from the three dimensions of "knowledge and ability","process and method","emotional state and values".In the teaching process of the first three years,the author found that there are many problems in the language learning of teachers and students: improper connection of the teaching materials in the junior and senior high schools;mechanical training for examination;single and rigid teaching methods.These problems make it difficult to achieve teaching objectives,teachers and students have more doubts,trying to find good learning methods to solve the problem.The theory of embodied cognition claims that cognition is the result of body,environment and interaction.It can effectively stimulate students' interest in learning and improve teaching efficiency.Therefore,this study attempts to construct language teaching strategies from the perspective of embodied cognitive theory,so as to provide reference for improving teachers' teaching and improving students' quality.On the basis of studying a large number of documents and reading related books,the author explores the philosophical and psychological origins of embodied cognition theory,and understands the connotation and characteristics of embodied cognition.On the basis of mastering the basic knowledge of language and characters,it is found that language and characters teaching is practical,situational and open,guided by the cognitive theory of instrument body,which is in line with the core quality of language.It can stimulate students' interest in learning,spread students' thinking,enrich students' imagination,help students obtain emotional experience,and carry out personalized expression.It enlightens teachers to pay attention to training students' physical participation,cultivating students' metaphorical thinking and encouraging students' interactive participation.Based on the high school Chinese curriculum objectives,the author explores the embodiment of language accumulation and construction,combing and integration,expression and communication.Put forward individualized language teaching strategies: first,students' body understanding and perception of language;second,create specific situations and construct language;third,enrich language based on bodyimagination;fourth,guide internalization and strengthen language.Finally,through the case study and teaching design of Zilu,Zengxi,ranyou and gongxihua,it is found that the application of embodied cognitive theory in language teaching has obvious advantages: it can ignite students' passion for learning,make the classroom atmosphere easy and lively;let students experience it personally,highlight students' main position;win-win cooperation between students and teachers and students Enjoy,understand more deeply.But it also has its limitations,such as limited classroom time,too compact teaching rhythm;different levels of students' participation,different learning effects;not fully applicable to all classical Chinese themes.