Reforming Moral Education in Teaching Professional Courses for English Majors

DOI: https://doi.org/10.62517/jhet.202415440

Author(s)

Dinglun Wu1,*, Dingkun Wu2

Affiliation(s)

1Fuzhou Technology and Business University, Fuzhou, Fujian, China 2Sanming University, Sanming, Fujian, China *Corresponding Author.

Abstract

In recent years, how to effectively implement moral education in English professional courses has been a heated topic in the studies on teaching of English majors. However, by reviewing the existing studies on this issue, we find some shortcomings, such as the students' inadequate engagement in the classroom, the teachers' overemphasis on the knowledge input, and the disconnection between the knowledge input and the moral education. As far as the author is concerned, the above shortcomings can be attributed to the neglect of the "body" during the learning process. In this regard, cognitive theory suggests that the body plays a crucial role in constructing cognition, which may help to address this issue. Therefore, this article attempts to explore how professional course teaching can achieve this goal from the perspective of specific cognitive theory. This article combines some relevant theories in language teaching, proposes some preliminary solutions, and illustrates them through some teaching examples.

Keywords

Embodied Cognition Theory; Moral Education; Language Teaching

References

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