Research On Chinese Reading Teaching In Junior Middle School From The Perspective Of Embodied Cognitive Theory

Reading teaching is an important part of Chinese reading teaching and is the focus of major scholars and teachers.With the continuous advancement of the new curriculum reform,the teaching of Chinese reading is also undergoing reform.However,there are still some difficulties in reading teaching,such as the lagging concept of teaching,the singleness of text interpretation,the detachment of the teaching process,etc.,resulting in the current reading classroom atmosphere is dull,and students show burnout in learning.There are many reasons for the current dilemma of reading teaching,but they are essentially due to the deviation of people’s cognitive concepts.Therefore,reunderstanding the internal law of human cognition is one of the important ways to get out of the dilemma of Chinese reading teaching.As one of the products of the second generation of cognitive science,embodied cognition has the characteristics of embodiment of mind,metaphor of concept,situational and dynamic cognition.Re-examining the teaching of Chinese reading from the perspective of "embodiment",it is found that the current reading teaching has such dilemma as "closed teaching space","emphasizing knowledge over experience","formalization and superficiality of situations",and the "embodiment" characteristics of Chinese reading teaching provide conditions for the application of embodied cognitive theory.At the same time,the use of embodied cognitive theory to guide the teaching of language reading can play a transformative role in the teaching of language reading from the perspective of text,interpretation and teaching.Paying attention to the text from a concrete perspective,it is found that the text is not only a carrier of linguistic symbols,but also a collection of physical experience;When interpreting texts,the fixed paradigm used in the past gradually changes to awaken and reshape students’ physical experience;The traditional concept of teaching has also changed from the transmission of knowledge in the "absence" of the body to the construction of knowledge "present" of the body.Therefore,when teaching reading,students’ speech practice activities should be designed from the perspective of "embodiment",follow the implementation principles of multi-subject interaction,situation-oriented,multi-sensory participation and knowledge integration,establish a new teaching concept of physical and mental integration,pay attention to the embodied reconstruction of teaching content,construct a physical field for teacher-student interaction,establish an evaluation system consistent with body and mind,update concepts in teaching,respect students’ subjective status,and guide students to maximize their physical and mental speech practice activities.Continuously promote the independent construction of students’ knowledge and abilities.