| Traditional cognitive science,with its dualism of mind and body,has given rise to computer information science and neuroscience,which have certainly brought mankind an unprecedentedly brilliant modern civilization,but alongside with the wealth of reason comes the poverty of sensibility,and alongside with the popularity of the mind comes the sinking of the body.Under the dichotomy of body-mind,modern society is covered by the fog of consumerism and hedonism,and the original human emotions are dominated by rational efficiency,while the unique human body is regarded as the physical container of the mind,presenting another dimension of loss of life.Although we are fully aware of the drawbacks incurred by the mind-body dichotomy,we have yet to fully critique the evils of this mind-body,subject-object dichotomy in primary language reading instruction.The reading teaching in elementary school is full of preconceptions,representations and similarities under the dichotomy of body and mind,and the omnipresent specter of control in the reading classroom is holding students back from growing physically and mentally.The real-life dilemmas facing reading instruction in elementary schools call for an innovation of reading instruction in elementary schools.In the field of embodied cognition theory,the body is a body of both form and spirit,a symbiosis of emotion and reason,and a mutual symbiosis of self,others and the world,which is similar to the consistent "body view" in ancient Chinese philosophy.Therefore,drawing on the core ideas of embodied cognition theory and the values of traditional Chinese philosophy and pedagogy can provide localized guidelines for the conceptual innovation of elementary school language reading teaching.The comprehensive,contextual and lifelike nature of reading teaching in elementary schools,the beauty of the collision between reason and sense,and the special mission of cultivating culture,forging thinking,cultivating aesthetics,and applying life,all coincide with the body-mind-state coexistence advocated by the concept of embodied reading,the emphasis on the integration of knowledge and use,and the essence of life growth.The commonality between the two gives a realistic possibility to use the concept of embodied reading to guide the practice of reading teaching in elementary school.Based on this,the present study attempts to explore the similarities between embodied cognitive theory and traditional Chinese philosophy and pedagogy,to fully explore the value of the concept of embodied reading in guiding the whole process of elementary school language reading teaching,and to propose optimization strategies accordingly.It can promote the renewal of the concept of elementary school language reading teaching to a certain extent,and help it stand firm in the storm of the times.It can also help elementary school language teachers use strategies to transform the "body" to create a reading classroom with both meaning and freedom of mind and body,and to guide students to return to the "body" and realize the whole development of mind and body in the reading classroom where the main body is present,and to renew the real life.On the basis of the connotation and characteristics of elementary language reading teaching in the context of embodied cognitive theory,this study combines ancient Chinese philosophical and pedagogical theories,proposes the basic concept of elementary language reading teaching in the context of embodied cognitive theory,realizes the localization of embodied cognitive theory in the sense of elementary language reading teaching,and uses it as a theoretical support to sort out the current situation,problems and causes of elementary language reading teaching in the context of embodied cognitive theory,in order to propose optimal strategies for elementary language reading teaching with practical value.Specifically,the full text is divided into five sections.The first part is the preface.The reason for selecting the topic of this study is explained from three aspects: the connotation requirements of core literacy of language subjects in compulsory education,the demand for theoretical innovation of reading teaching in elementary school,and the demand for practice of reading teaching in elementary school.Through a literature review of research results related to embodied cognitive theory,reading instruction in elementary school languages,and reading instruction in the context of embodied cognitive theory,the purpose and significance of this study were clarified,and the research method of this study was determined.The second part is the connotation and characteristics of reading teaching in elementary school language in the context of embodied cognitive theory.The second part explains the necessity and feasibility of updating the connotation of reading instruction in elementary school language in the context of embodied cognitive theory,through the sinking disease in elementary school language teaching,the shift of social trends in the new era,and the philosophical and psychological foundations of embodied cognitive theory itself.In addition,we clarify the connotation of elementary school language reading teaching in the context of embodied cognitive theory,and analyze its characteristics on this basis,including the four aspects of teaching wholeness,knowledge intimacy,context co-presence and subject embodiment.The third part is the basic concept of reading teaching in elementary school language in the context of embodied cognitive theory.The basic concept is originated from embodied cognitive theory,supported by the connotation and characteristics of reading teaching in elementary school language in the context of embodied cognitive theory,and also coincides with traditional Chinese philosophy and pedagogy,sharing the same spiritual core.The basic concepts of reading teaching elementary school language in the context of embodied cognitive theory are three: co-presence,body knowledge and life.The fourth part of the paper presents the current situation,problems and causes of reading teaching in elementary school in the context of embodied cognitive theory.The basic concept of embodied reading is used as a guide to sort out the current situation and problems of reading teaching objectives,content,implementation and evaluation in elementary school from the basic directions of teaching design,implementation and evaluation.The study found that primary language reading teaching embodies elements of the concept of embodied reading,including the pursuit of life growth in teaching goals,the linkage of teaching content to life situations,the importance of physical participation in teaching implementation,and the emphasis on multiple development in teaching evaluation.However,in practice,there are still problems of poor integrity of teaching objectives,limited co-existence of teaching contents,insufficient body knowledge of teaching implementation methods and limited vitality of teaching evaluation mechanisms.Analysis reveals that the internal factors are due to inadequate understanding of embodied reading instruction and the external factors are insufficient support for embodied reading practice.The fifth part is the optimization strategies of reading teaching in elementary school language in the context of embodied cognitive theory.On the basis of sorting out the current situation and problems of elementary school language reading teaching in the context of embodied cognitive theory and analyzing their causes,systematic optimization strategies are proposed for elementary school language reading teaching.This includes five parts: interactive updating of teaching concepts based on coexistence,building a teaching goal system centered on life,coordinating and selecting teaching content based on the body,optimizing teaching implementation paths guided by body-knowledge,and improving teaching evaluation mechanisms centered on the system.This study attempts to use embodied cognitive theory to guide reading instruction in elementary school languages,and there are still shortcomings,in order to provide reference for subsequent researchers and future research directions. |
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