Research On The Cultivation Of Embodied Cognitive Ability In Chinese Reading Teaching Of Lower Grade In Primary School

In the process of Chinese teaching,reading teaching is a very key link,which is highly valued by professional researchers and teachers.However,the current results of Chinese reading teaching in primary and secondary schools are not satisfactory.The problems are manifested in formatting teaching means,rigid teaching content and stylized teaching process,which affect students’ reading enthusiasm and learning results.This paper finds that there are many factors leading to the poor reading teaching effect,among which the most important factor is the wrong orientation of students’ cognitive and learning activities.Therefore,if we want to change the dilemma of Chinese reading teaching,we must re-understand students’ cognition and learning activities.As the "second generation of cognitive science",embodied cognition theory reveals the internal mechanism of cognition and learning,and makes a new interpretation of students’ cognition and learning activities.From the perspective of embodied cognition theory,this study reflected on the current teaching of low-paragraph Chinese reading in primary schools,and specifically analyzed the text view,interpretation view,teaching view and teaching strategy generated by embodied cognition theory,hoping to improve the situation of low-paragraph Chinese reading teaching in primary schools and put forward effective coping strategies.Embodied cognition theory refers to a cognitive way that humans acquire information,understand the world and solve problems through body perception,movement and action.This cognitive style is innate in humans,and is constantly developed and consolidated as children grow up.There is a close relationship between embodied cognition theory and elementary school reading teaching.In embodied cognition theory,the core of human cognition is to acquire information and solve problems through sense and movement,which is closely related to the reading process of "reading,thinking,speaking and writing" in Chinese reading teaching.The teaching of Chinese reading requires students to receive words through their senses,process and understand information through their thinking,and output their own ideas through expression,which requires students to have relatively flexible and rich physical perception and motor abilities.At the same time,embodied cognition theory also emphasizes the importance of body perception and emotional experience to cognition,which is also reflected in the teaching of low level Chinese reading in primary schools.In the process of reading,students need to deeply understand the meaning and value of the passage through emotional resonance,image imagination and other ways.Therefore,teachers should attach importance to the application of embodied cognition theory and the cultivation of students’ body perception and motor ability in the teaching of low-grade Chinese reading in primary schools,and promote the development of students’ Chinese reading ability and cognitive ability through teaching activities such as situational restoration,role playing and personification.With the deepening of the research on embodied cognition,embodied cognition has more and more influence in the field of education.Therefore,this study starts from the reality of the current low-paragraph Chinese reading teaching in primary schools,attempts to perspective the current situation of low-paragraph Chinese reading teaching in primary schools with embodied cognition theory,and proposes feasible strategies to solve its existing problems.In this paper,under the guidance of embodied cognition theory,the present situation of embodied teaching of low-grade Chinese reading in primary schools is sorted out through questionnaire survey and case analysis.Through the research,it is found that there are four problems in the current low-grade Chinese reading education in primary schools,namely,the teaching of physical and mental care,and the deep-rooted concept of "focus on body suppression";Teachers rely too much on audio-visual situational creation;Teachers and students ignore physical and mental interaction teaching,interaction is single;The teacher’s body language is simple and lack of emotional appeal.In view of the problems existing in the teaching of low-paragraph Chinese reading in primary schools,this paper puts forward the following cultivation strategies: establishing embodied reading teaching concept,the strategy of understanding the artistic conception created by the situation,and the strategy of dynamic interaction of language taste.Finally,through cases,this paper discusses the effect of the application of embodied cognition theory based on the teaching strategy of low-paragraph Chinese reading in primary schools.In the teaching of low-paragraph Chinese reading in primary schools,embodied cognition theory has been gradually and deeply applied in the teaching of low-paragraph Chinese reading in primary schools.In the future,with the development of educational science and technology and the in-depth study of cognitive science,the application of embodied cognition theory in the elementary school reading teaching will be more diversified and in-depth.In the follow-up research,we should pay attention to the following aspects: attaching importance to the generation and development of knowledge in the teaching content,guiding students to learn in the teaching method,and paying attention to students’ physical experience in the teaching process.