A Study Of Reading Instruction In Elementary School Language From The Perspective Of Embodied Cognitive Theory

The teaching of reading in elementary school is an important part of the elementary school language curriculum and has been a hot topic of discussion in the field of education.In the newly revised Language Curriculum Standards for Compulsory Education(2022 Edition),both the general objectives and the objectives of the school section put forward specific requirements for the module of"reading",including that students should not only master the basic knowledge and abilities in language reading teaching,but also gain physical,mental and emotional experiences,perceptions and reflections in thinking and activities;improve reading taste and reading literacy in specific situations.In the specific context students can improve their reading taste and reading literacy.From the viewpoint of embodied cognitive theory,this reflects the importance of students’ physical and mental experiences for reading teaching and learning,and shows the clear requirement for students’ physical participation in classroom teaching.However,at present,language classroom teaching in China is deeply influenced by traditional cognitivism,which attaches importance to cognition and suppresses the body,and is in a state of separation between the body and the mind,making it difficult for students’ body values to be reflected in the classroom.For this reason,how to reflect the unity of body and mind in reading teaching has become an important issue in the current research of reading teaching in elementary school.As a second-generation cognitive science,embodied cognitive theory systematically reveals the inner rationale of cognition and learning,and provides effective guidelines for solving the current situation of separating mind and body in language reading.Based on this,this study uses literature analysis,questionnaires,interviews and observations to investigate the basic meaning and value orientation of reading teaching in elementary school under the perspective of embodied cognitive theory,the real state,the dilemma and teaching strategies,and aims to build a systematic and complete elementary school language reading teaching system based on embodied cognitive theory in terms of concept,goal,content,process and evaluation.Firstly,we trace the origin of embodied cognitive theory,explore its basis,connotation,views and characteristics,and establish a theoretical basis.On this basis,the value and appropriateness of embodied cognition theory in guiding reading teaching in elementary school are analyzed,and the unique guiding value and specific basis of embodied cognition are clarified.After that,the five dimensions of teaching objectives,content,process,context and evaluation are used to draw the ideal picture of reading teaching in elementary school from the perspective of embodied cognition theory.Secondly,by analyzing the questionnaire data,interview texts and classroom observation records,we found that the teaching objectives are "de-comprehensive",which is against the concept of unified physical and mental development;the teaching contents are "de-living",which ignores the physical experience.The teaching content is "de-living",neglecting the integration of physical experience;the teaching process is "de-bodied",lacking physical and mental empathy and freedom;the teaching situation is "de-experienced",limiting the deep participation of the body;the teaching evaluation is The problems of "de-vitalization" of teaching and learning are that they hinder students’ individual development.The reasons for these problems are the lack of teachers’ embodied teaching concepts and teaching abilities;the lack of students’ subjectivity in classroom participation;the overly rigid school management system;the lack of reading life in family education;and the low utilization of social and cultural environment.Then,on the basis of the above,the strategies are constructed in two aspects,namely,promoting the internal state change of reading teaching and improving the external support system of embodied experience through the collaboration of multiple parties,so as to point out the direction for the further development of reading teaching in elementary school from the perspective of embodied cognitive theory.Finally,on the basis of the strategy construction of reading teaching and learning,the results show that students’ interest in reading will be greatly increased,their imagination will be unprecedentedly released,and their thinking will be more flexible.