具身认知下数字技术赋能小学低段识字教学路径研究

A Study on the Path of Digital Technology Empowering Literacy Teaching in Lower Primary Grades through Embodied Cognition

摘要: 识字是小学低段语文教学的核心任务，具身认知理论为低段识字教学提供了“多感官参与、身体实践”的理论指导，而数字技术的快速发展则为体验式识字教学的落地提供了新载体。本文以统编版一年级上册《口耳目手足》为实践案例，结合具身认知，情境学习理论及建构主义学习理论，分析当前小学低段识字教学中数字技术应用的现实困境，探索数字技术融合体验式识字教学的情境创设、多感官体验、实践延伸与即时反馈路径，旨在为低段语文教师提供可操作的识字教学策略，同时丰富具身认知理论在小学语文教学中的应用场景。

Abstract: Literacy acquisition is the core objective of Chinese language teaching in lower primary grades. Embodied cognition theory provides theoretical guidance for literacy instruction at this level by emphasizing “multi-sensory engagement and hands-on practice”, while rapid advancements in digital technology offer new platforms for implementing experiential literacy teaching. Using the unit “Mouth, Ear, Eye, Hand, Foot” from the unified edition first-grade textbook as a case study, this paper integrates embodied cognition theory, contextual learning theory, and constructivist learning theory to analyze current challenges in applying digital technology to literacy instruction. It explores pathways for integrating digital technology into experiential literacy teaching—including scenario design, multi-sensory engagement, practical extension activities, and real-time feedback mechanisms—with the aim of providing actionable strategies for teachers and expanding the application scope of embodied cognition theory in elementary Chinese education.