Exploring the Immersive Teaching Approach of Classical Chinese in Junior High School under Embodied Cognition Theory

Abstract

Embodied cognition theory emphasizes that cognition is a product of close interaction between the body and the environment, offering new perspectives for immersive classical Chinese teaching. Under the backdrop of the new curriculum reform, applying embodied cognition theory to immersive classical Chinese instruction in junior high schools can enhance students' cultural experiences, achieve mind-body
unity and diverse interactions, and fully cultivate cultural literacy. From the standpoint of embodied cognition theory, practical exploration
of immersive classical Chinese teaching in junior high schools can be conducted through three aspects: creating embodied learning contexts,
constructing interactive learning activities, and expanding experiential learning dimensions.