A Study On The Teaching Strategy Of Lyric Prose Reading In Junior High School From The Perspective Of Embodied Cognitive Theory

There is a relatively common phenomenon of "disembodiment" in the teaching of lyric prose reading,which causes the emotional and aesthetic value to be often ignored.Aiming at these problems,this paper,guided by the theory of embodied cognition combined with the main characteristics of lyrical prose,puts forward the relevant theoretical basis for the teaching of lyrical prose reading in junior high schools from the perspective of embodied cognition theory.On the basis of clarifying the current situation of lyrical prose reading teaching in junior high school,from the four aspects of body cognition,situational cognition,dynamic interactive cognition and generative cognition,specific teaching strategies are put forward on the emotional content,artistic conception,language and lyrical method of lyrical prose in junior high school.This paper is divided into four chapters,and discusses the strategy of lyric prose reading teaching in junior high school from the perspective of embodied cognitive theory.The first chapter is the introduction,which mainly discusses the value of the and current of lyric prose reading teaching strategy in the perspective of embodied cognitive theory.The second chapter clarifies the theoretical cognition of lyric prose reading teaching in junior high school from the perspective of embodied cognition theory.According to the research of embodied cognition theory at home and abroad,this paper sorts out and summarizes the four basic views of embodied cognition theory,and combines the Chinese curriculum standards and teaching materials,and clarifies the main characteristics of lyrical prose from four aspects: emotion,artistic conception,language and lyrical mode.Through the integration of the main views of embodied cognitive theory and the characteristics of lyric prose,the core elements and main characteristics of the embodied cognitive theory are proposed,and on this basis,the goals,principles and ideas of the embodied cognitive theory are formed.The third chapter,aims to investigate the status of junior high school lyric prose reading teaching using embodied cognitive theory,from the perspective of teachers and students,the lyric prose reading teaching,situation teaching and interactive teaching,and teachers and students generated cognition of the survey,found that the reasons mainly include: "center of static" rooted,too dependent on audio-visual situation,teachers and students ignoring the physical and mental interaction teaching and interactive way,students' reading ability is not strong and so on.The fourth chapter aims to put forward the main strategy of lyric prose reading teaching in junior high school from the perspective of embodied cognitive theory.First of all,the emotional teaching strategy of physical participation in the reading process attaches great importance to the physical role of teachers and students,emphasizes the physical teaching,and strengthens the students' emotional experience.Secondly,the artistic conception understanding strategy created by the situation broadens the path of reading teaching situation creation,creates the artistic conception of lyrical prose from multiple angles,and encourages students to be in the situation.Thirdly,the lyrical prose language taste strategy of dynamic interaction,build a dynamic interactive reading classroom,strengthen multiple interaction,and improve students' ability to taste language.Finally,the lyrical way in the generative reading teaching is to master the strategy,pursue the generative reading teaching classroom,and master the lyric skills.On this basis,the comprehensive application strategies of four sub-item strategies are proposed to further provide front-line teachers with the method reference to use embodied cognitive theory in lyric prose reading teaching.