Research On The Teaching Design Of Ancient Poetry In Primary School Chinese Based On Embodied Cognition Theory

Ancient poetry is the essence of China’s excellent traditional culture.Learning ancient poetry is not only the inheritance of traditional culture,but also the clear provisions and requirements of the curriculum standards.However,there is a common phenomenon of "separation" in the teaching of ancient poetry in primary school Chinese,which often leads to the neglect of emotional value and cultural value.The theory of embodied cognition emphasizes the influence of the body on cognitive development,emphasizing the dynamic unity of the brain,body,and environment.It can provide an effective path to solve the problem of "physical and mental separation" in ancient poetry teaching,thereby improving the effectiveness of ancient poetry teaching.Therefore,this study is guided by the theory of embodied cognition and focuses on the teaching of ancient Chinese poetry and lyrics in primary schools.It comprehensively utilizes literature research,text analysis,questionnaire survey,and classroom observation methods to propose a new teaching design concept: the teaching design of ancient Chinese poetry and lyrics in primary schools based on the theory of embodied cognition.Firstly,the core viewpoints and main characteristics of embodied cognition theory were summarized,and a selection and value analysis of ancient Chinese poetry texts in primary schools was conducted.Based on this,the value of applying embodied cognition theory to teaching ancient Chinese poetry in primary schools and the embodiment of teaching ancient Chinese poetry in primary schools were elaborated,thus demonstrating the compatibility between embodied cognition theory and teaching ancient Chinese poetry in primary schools.Secondly,from a theoretical perspective,the expected state of teaching ancient Chinese poetry and lyrics in primary schools based on the theory of embodied cognition was explained.This includes the connotation,characteristics,and principles of primary school Chinese ancient poetry teaching based on embodied cognition theory,which also provides a theoretical basis and reference basis for the subsequent design of primary school Chinese ancient poetry teaching based on embodied cognition theory.Once again,from the perspective of embodied cognition theory,a survey was conducted on the physical use,situational teaching,and interactive teaching of teachers and students in primary school Chinese ancient poetry teaching from the perspectives of both teachers and students.It was found that there are currently problems in primary school Chinese ancient poetry teaching where teachers do not fully recognize ancient poetry and the humanistic value of ancient poetry is ignored;Basically possessing embodied thinking,but the awareness of applying embodied cognitive theory to teaching is not strong;The teaching objectives need to be formalized,and the student’s subjectivity needs to be strengthened;The teaching method embodies embodiment,but the content and form are relatively single;There is a basic awareness of integrating the body into the teaching of ancient poetry,but the role of physical interaction in teaching has not been fully implemented.The main reasons for this include: teachers’ vague understanding of the concept of embodied teaching,the widespread phenomenon of "center of gravity suppressing the body",teachers’ excessive reliance on audiovisual situational creation methods,incomplete understanding of ancient poetry by teachers and students,lack of a concept of physical and mental interaction between teachers and students,and a single way of interaction.Finally,guided by the theory of embodied cognition,six stages of teaching design for ancient Chinese poetry and lyrics in primary schools were proposed to address the existing problems and reasons.When designing the teaching of ancient Chinese poetry and lyrics in primary schools based on the theory of embodied cognition,it should be based on the proposed "should be" approach,with the aim of solving the existing problems in teaching ancient Chinese poetry and lyrics in primary schools.The design should be carried out from six aspects: learning situation analysis,goal design,content design,process design,homework design,and evaluation design.