Research On Literacy Teaching Strategies In Primary Schools Based On Embodied Cognition Theory

Literacy teaching is very important in Chinese teaching in the lower grades of primary school.It is the premise of learning reading and writing well.The Chinese Curriculum Standards for Compulsory Education(2011 Edition)have such requirements for reading and writing in the lower grades of primary schools: knowing commonly used Chinese characters,learning Chinese pinyin,liking to learn Chinese characters,and having the desire to read and write actively,etc.However,according to the survey,there are still some problems in the literacy teaching of lower grades,such as students' lack of interest in literacy and the difficulty in realizing the status of the subject of literacy.Embodied cognition theory emphasizes that human cognition is the result of the interaction between brain,body and environment.It pays attention to the huge role of body in cognition,and students can help literacy through body,which provides a new idea for literacy teaching.Therefore,in order to make teachers pay more attention to the role of students' bodies in the future literacy teaching,this study starts from the current situation and reality of literacy teaching in lower grades of primary schools,and based on embodied cognition theory,constructs the literacy teaching strategies in lower grades of primary schools under embodied cognition theory.Questionnaire survey was conducted among the Chinese teachers of lower grades in five primary schools in Shijiazhuang City.In one of the primary schools,observation method and interview method were used to understand the current situation of literacy teaching under embodied cognition theory,and to find out some problems in literacy teaching: There are mainly students reading interest is not high,the atmosphere is dull;Literacy teaching methods are traditional and lack of innovation;Teachers' resources for lesson preparation are narrow and their ideas lag behind.Ignoring the subject status of students,binding the problem of the body.Then analyze the causes of the existing problems: including teachers' low interest in classroom teaching and insufficient emotional appeal;Teachers' literacy teaching method is simple,students lack of physical freedom;Teachers despise the importance of lesson preparation and ignore students' situational experience;Teachers lack the concept of body in class and restrict students' physical participation.According to the current situation of literacy teaching,this paper firstly analyzes the feasibility of literacy teaching in lower grades of primary schools under the embodied cognition theory,and elaborates the embodied literacy teaching strategies from multiple perspectives,thus constructing the multi-angle embodied literacy teaching strategies and the general process of embodied literacy teaching strategies.Then in the practice school case implementation,and the implementation of the whole process to make an analysis.Finally,it is concluded that the combination of embodied cognition theory and literacy teaching in lower grades is feasible.Embodied cognition theory can enhance students' enthusiasm for literacy and improve the classroom atmosphere.At the same time,it is of great help to the development of good teacher-student relationship.The application of embodied cognition theory in literacy teaching should be combined with the actual situation of students and teaching contents.Finally,according to the research process,we reflect on the application of embodied cognition theory,textbook research and the implementation of embodied literacy teaching strategies.