A Study on the Embodied Design of Junior High School English Teaching Contexts from the Perspective of Embodied Cognition Theory

Abstract

Against the backdrop of deepening curriculum reform aimed at cultivating core competencies, traditional junior high school English teaching from a disembodied cognition perspective struggles to effectively foster students' comprehensive language abilities and holistic development. Embodied Cognition Theory, as a significant advancement in cognitive science, posits that cognition originates from the body, is embedded in the environment, and emerges through interaction, thereby offering a new paradigm for pedagogical innovation. Grounded in this theory, this research systematically constructs a framework for the embodied design of junior high school English teaching contexts. This is achieved firstly by analyzing the theoretical connotations and their pedagogical implications; then by establishing design principles centered on multimodal integration and cognitive-affective synergy; and finally by developing a systematic model that integrates micro-level activities, meso-level contexts, and macro-level ecosystems, alongside proposing integrative and dynamic construction strategies. Through systematic embodied context design, this study provides a practical pathway aligned with cognitive principles for promoting the deep integration of linguistic form, meaning, and usage, and for developing students' core competencies in English.