体认语言学视角下的高中英语大单元教学模式探析

An Exploration of the Teaching Model of English Large Units in Senior High School from the Perspective of Embodied Cognitive Linguistics

摘要: 随着《普通高中英语课程标准(2017年版2020年修订)》的颁布，以核心素养为导向、以大单元为基本教学单位的新型教学模式成为改革方向。而传统教学法过于注重语言形式的机械操练，忽视了语言与人的亲身经验、认知加工之间的内在联系，从而难以达到培养学生核心素养的目标。体认语言学是第二代认知语言学的本土化发展，其核心原则为“现实–认知–语言”，这一原则可以针对大单元教学提供全新的理论视角。本文旨在探讨体认语言学的基本观点，分析其对高中英语大单元教学的启示，并在此基础上构建一个包含“具身化情境锚定、认知图式建构、语言形式体认、迁移创新应用”四个环节的闭环教学模式，以期为实现英语学科育人目标、深化课堂教学改革提供可借鉴的实践方案。

Abstract: With the promulgation of General High School English Curriculum Standards (2017 Edition, Revised in 2020), a new teaching model oriented to core competencies and taking large units as the basic teaching unit has become the reform direction. However, traditional teaching methods overemphasize the mechanical drilling of linguistic forms and neglect the intrinsic connection between language and learners’ personal experience and cognitive processing, thus failing to achieve the goal of cultivating students’ core competencies. Embodied Cognitive Linguistics (ECL) is the localized development of the second-generation cognitive linguistics, whose core principle is “Reality-Cognition-Language”. This principle can provide a brand-new theoretical perspective for the teaching of English large units in senior high schools. This paper aims to explore the basic viewpoints of ECL, analyze its enlightenment for English large unit teaching in senior high school, and on this basis, construct a closed-loop teaching model consisting of four links—embodied situational anchoring, cognitive schema construction, embodied cognition of linguistic forms, and transfer and innovative application. It is expected to provide a reference practical plan for realizing the educational goal of the English subject and deepening the reform of classroom teaching.