Research On Teaching Strategies Of Chinese Integrated Learning In Primary School Based On The Theory Of Embodied Cognition

The "Chinese Curriculum Standards of Compulsory Education(2011 Edition)" clearly states that the Chinese course is a comprehensive and practical course of learning language and writing.This positioning and nature determines that Chinese teaching should focus on cultivating students' exploratory spirit and practical ability.As one of the five major sections of Chinese learning,integrated learning not only conforms to the disciplinary characteristics of the Chinese curriculum,which has comprehensive and practical characteristics,but also helps students improve their comprehensive ability to use Chinese and Chinese literacy in the exploratory activities of comprehensive learning as the theme.Therefore,how to carry out integrated learning to cultivate students' autonomy,cooperation,and inquiry spirit is a critical problem which need to be solved in Chinese integrated teaching of primary school.Embodied learning is to put the body of learners at the core,regard the body and mind as a whole,advocate the maximum use of the body,realize the unity of knowledge,emotion,meaning and action,emphasize that under the circumstances of "this moment","here and now" and "this situation",the learner's "physical presence" and the feelings and experiences he has gained,so that children's learning can take place naturally and freely.Its emphasis on "physical participation" and "situational involvement" is in line with the positioning and characteristics of comprehensive learning.It not only promotes the unity of knowledge and practice,but also improves students' learning style,promotes the practical innovation of school education and teaching,and provides new ideas for the teaching of comprehensive learning.For the purpose of understanding the teaching status of integrated learning in current primary school,this paper selects the excellent courses collected and arranged in the activity of "One Excellent Course for Every Teacher,One Excellent Teacher for Every Course" in the 2019 and the teaching videos of the Chinese teachers in the primary school affiliated to Tsinghua University in the "Same Class",using the "case background-case description-case analysis" as the case analysis framework,selecting the perspective of "link" in LICC paradigm to record the teaching behavior of teachers and students under various teaching sections,analyzing the teaching record,and explores the status quo and shortcomings of it from the perspective of embodied learning.It is found that teachers can use multimedia to create realistic situations for students,and have accumulated rich experience in the aspects of students' physical participation,attention to the unity of knowledge and practice,and the creation of free teaching environment,but there are also some problems that need to be improved.For example,the form of curriculum implementation adopted by teachers is lack of openness,the role orientation of teachers and students is not accurate,and the comprehensive learning teaching situation is not rich.These problems are mainly attributed to teachers' lack of experience in applying embodied learning to comprehensive learning teaching,teachers' weak teaching design skills in comprehensive learning,and the limitations of field environment in comprehensive learning teaching.In accordance with the requirements of "Chinese Curriculum Standards of Compulsory Education(2011 Edition)" for comprehensive learning of primary school Chinese,from the perspective of embodied learning,the teachers will guide the concept and understanding limited in the students' brain in the teaching of comprehensive learning,and realize the embodiment of thinking through body movements and situational experience.In order to further explore the teaching strategies of comprehensive learning of primary school,teachers should take the students' body as the core to guide the students to learn with multi sensory,take the students' life world as the center to integrate the life experience,take the content design as the leading to increase the students' physical experience,take the personal activities as the carrier to design the teaching strategies based on the students' body,take multiple evaluation as the grasp to pay attention to the students' process performance.