|
|
基于具身认知理论的初中英语词汇教学策略初探
|
Abstract:
具身认知理论强调身体、认知和环境三者的相互作用，而具身认知也是中学英语新课程理念的重要理论基础，对英语教学的发展有着较大的启示和促进作用。具身认知有助于把乏味的语言学习与学生的真实日常生活联系起来，赋予抽象的语言符号词汇以具体的真实意义。为了验证具身认知理论在词汇教学中的作用，本研究将具身认知理论同初中英语词汇的教学相结合，借鉴国内外相关的理论经验，提出基于具身认知理论的初中英语词汇教学策略。
The theory of Embodied Cognition emphasizes the interaction of body, cognition and environment, and it is also an important theoretical basis for the new English curriculum concept in junior high school, which has great inspiration and promotion for the development of English teaching. Embodied cognition is helpful in connecting boring language learning with the real daily life of students, and giving the abstract language signs concrete realistic meaning. In order to verify the role of the theory of embodied cognition in vocabulary teaching, this study combines it with junior middle school English vocabulary teaching, draws on relevant theoretical experience at home and abroad, and proposes junior middle school English vocabulary teaching strategies based on embodied cognition theory.
| [1] | 中华人民共和国教育部. 义务教育英语课程标准(2022年版) [S]. 北京: 北京师范大学出版社, 2022. |
| [2] | Lakoff, G. and Johnson., M. (1999) Philosophy in the Flesh—The Embodied Mind and Its Challenge to Western Thought. Basic Books. |
| [3] | 叶浩生. 具身心智与具身的教育[J]. 教育研究, 2023, 44(3): 32-41. |
| [4] | 王寅. 语言的体验性——从体验哲学和认知语语言体验观[J]. 外语教学与研究, 2005, 37(1): 37-42. |
| [5] | 叶浩生. 认知心理学: 困境与转向[J]. 华东师范大学学报(教育科学版), 2010, 28(1): 42-47, 90. |
| [6] | 李婉莹. 基于主题语境的高中英语单元词汇处理[J]. 中小学外语教学(中学篇), 2021, 44(12): 1-6. |
| [7] | Dewey, J. (1910) How We Think. D. C. Health and Company Press. |
| [8] | 罗俊娥. 基于单元主题语境的初中英语多模态词汇教学实践[J]. 英语教师, 2024, 24(5): 134-137. |
