Research on the Enhancement Strategies of Picture Book Teaching in Lower Grades of Primary School from the Perspective of Phenomenology of the Body

梅洛–庞蒂的身体现象学包含身体图式、身体意向、身体语言和“世界之肉”等丰富思想，更深刻影响着现代教育。而绘本联结着小学低年级儿童识字启蒙、审美创造以及情感表达，也作为儿童素养养成的重要载体存在。基于此，本文以梅洛–庞蒂身体现象学的思想为指导，从身体图式、身体意向、身体语言和“世界之肉”四个维度展开探讨小学低年级绘本教学现存问题，即身体边缘化、绘本标签化以及适宜教具与环境营造的缺乏，优化绘本教学的实施则需要在注重身体功能和价值的基础上调动学生五感，并营造适宜的环境。Merleau-Ponty’s phenomenology of the body encompasses rich ideas such as body schema, body intentionality, body language, and “the flesh of the world”, which have a more profound influence on modern education. Picture books, on the other hand, are closely linked to the literacy initiation, aesthetic creation and emotional expression of lower-grade primary school children, which also serve as an important carrier for the cultivation of children’s qualities. Based on this, this article, guided by Merleau-Ponty’s philosophy of the body, explores the existing problems in the teaching of picture books for lower grades in primary schools from four dimensions: body schema, body intentionality, body language, and “the flesh of the world”, namely, the marginalization of the body, the labeling of picture books, and the lack of appropriate teaching aids and environmental creation. To optimize the implementation of picture book teaching, it is necessary to mobilize students’ five senses on the basis of emphasizing physical functions and values, and create a suitable environment.