Research On The Teaching Of Ancient Chinese Texts In Primary Schools From The Perspective Of Embodied Cognition Theor

The early appearance and increased number of small ancient writings in the unified primary language textbooks pose great challenges to teachers’ teaching and students’ learning in teaching practice.In addition,the traditional "Dis-embodied" teaching in elementary Chinese course continues to be a problem,breaking the connection between students’ bodies and their knowledge and environment,and obscuring the original embodied perspective of Chinese.Therefore,restoring students’ embodied experiences is the appropriate way to teach elementary Chinese.This study takes the perspective of embodied cognition theory to investigate the current situation of teaching and learning of small ancient writing in elementary school E in Q city,analyze and discuss the data,further explore the problems of teaching and learning small ancient writing and their causes,and propose improvement strategies based on embodied cognition theory to draw attention to the teaching of small ancient writing.First,the analysis of embodied cognition and the contents of the textbook layout of the small ancient writings was conducted.The main ideas and classifications of embodied cognition theory are explained in terms of its three elements: cognition,body,and environment,and its application value in the teaching of short Chinese writings is analyzed.At the same time,in terms of themes,sources and sequences,we analyzed the selection and specific contents of the primary Chinese textbooks and confirmed the appropriateness of embodied cognitive theory in teaching small ancient writings,which is in line with students’ physical and mental development level.Second,a survey was conducted at Elementary School E in Q City,which features the concept of embodied cognition in Chinese teaching.Anonymous questionnaires were sent to students and Chinese teachers from grades 4 to 6 to investigate the status of the teaching of small ancient writings.The collected data were analyzed,and some Chinese teachers from grades 3 to6 were interviewed and combined with classroom observations to obtain more realistic information about the teaching of small ancient writings.Through compiling the questionnaire data and the results of interviews and observations,we found that the following problems existed in the teaching of elementary school E in Q: some students were not strongly motivated to learn small ancient writings,the teaching methods and modes were lagging,the feedback and evaluation of homework were single,and the effectiveness of the learning environment resources for small ancient writings was insufficient.Again,under the guidance of embodied cognitive theory,we analyzed the real-life problems of the teaching and learning of the elementary school in Q.The reasons behind the problems were found to be the small number of selected texts,the squeezed teaching and research time,the teachers’ lack of embodied concepts and insufficient theoretical reserves,the alienation of the teaching and learning of the small ancient writings due to the test orientation,and the bias of the evaluation.Finally,based on the survey and analysis,the specific strategies for teaching small ancient writings in the context of embodied cognitive theory are proposed: teachers should take the initiative to learn embodied cognitive theory,conceptually face the irreplaceable role of the body in teaching small ancient writings,improve the accumulation of knowledge of small ancient writings,and enrich their own literacy;mobilize students’ interest in learning by creating realistic embodied,virtual embodied,and off-line embodied situations,so that students can use multiple senses in the process of learning small ancient writings.In addition,we will pay attention to the unique function of the environment in embodied learning,flexibly change the rigid classroom layout,continue to build an interactive campus culture environment,organically combine mental development and physical experience through colorful activities,and realize multi-channel integrated learning;pay attention to students’ physical performance,optimize homework design,update the concept of assessment,and enhance students’ experience through targeted multiple assessments.Students’ experiences will be enhanced and filled with multiple assessments.