The Exploration Of The Teaching Strategy Of Middle School Chinese Reading From The Perspective Of Embodied Cognition

With the deepening of the cognitive research,the influence of personal cognition in the field of education is getting bigger and bigger.This study puts forward the main problem of the research from the current teaching practice of middle school Chinese reading:At present,the current situation of Chinese reading teaching in middle schools proposes a feasible strategy for its existing problems.The main content of this thesis is divided into three chapters:The first chapter discusses the research status of the embodied cognitive theory.On the basis of combing and analyzing the relevant literatures,the author summarizes the connotation of the "body" in the cognitive theory of the body,the connotation of the body cognition,and the characteristics of the cognition.It fully discusses the physical cognition in the field of education,including physical cognition and teaching,physical cognition and language,and physical cognition and emotion.The second chapter discusses the problems and causes of the current Chinese reading teaching in middle school.The author conducted a questionnaire survey on some students in the two middle schools in Yangzhou.Through the summary analysis of the data obtained from the questionnaire survey,the authors summarized the problems in the middle school Chinese reading teaching,including the single form of teaching activities and the lack of physical freedom for students;The classroom atmosphere is dull and poor,the students' attention is scattered;the students' physical experience is neglected,and the problems of text and situation are separated.Through analysis,the main reasons for the current Chinese language reading teaching problems are:the lack of physical concept of teachers,restricting students'participation;the lack of teacher's body language and lack of emotional appeal;teachers'focus on knowledge acquisition,ignoring the situation experience value,thus clear The importance and necessity of solving these problems from the perspective of personal cognition.The third chapter puts forward the specific strategy of improving the effect of Chinese reading teaching in middle school from the perspective of cognitive cognition:establish a proper reading teaching concept,give students moderate physical freedom,teachers use gestures and movements flexibly,pay attention to emotional language.Positive influence,build a physical field of teacher-student interaction,and create a situational reading teaching environment.This thesis examines the current middle school Chinese reading teaching from the perspective of personal cognition,in order to solve the existing problems from a new perspective,effectively improve the efficiency of Chinese reading teaching in middle schools,and stimulate students' interest in Chinese reading.