Teaching model of English education in biomechanical environment
Abstract
Traditional English education research mainly focuses on the cultivation of language skills and cognitive levels, ignoring the impact of body movement and emotional expression on language learning. This single teaching model leads to a lack of interaction and participation among students in the learning process, fails to fully mobilize multi-sensory learning experiences, and affects the improvement of learning outcomes. To solve these problems, the principles of biomechanics are applied to English education, and it is proposed to promote language learning through body movement, body language, and posture. This paper constructs a new interdisciplinary teaching model, combines kinematics and sensory cognition, and designs a multi-sensory interactive teaching scenario. In addition, through personalized teaching support, personalized learning strategies are formulated according to students’ physical fitness and learning style, and a real-time feedback and evaluation mechanism is implemented to dynamically adjust teaching strategies and improve the adaptability and effectiveness of teaching. 120 intermediate English students are randomly divided into an experimental group and a control group, and a 16-week teaching practice is carried out. Significance analysis shows that the experimental group is significantly better than the control group in terms of learning effect, emotional feedback, individual difference adaptability, interactivity, and teaching adaptability (p < 0.001). The results show that the biomechanical teaching model effectively improves students’ participation, interactivity, language learning effects, and emotional attitudes, and provides a new teaching strategy for English education.
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