1 Introduction

The importance of integrating Chinese culture into college English teaching was emphasized, which is believed to help enhance students' English application ability and socio-cultural knowledge, while establishing correct values. The article points out that college English teaching should integrate Chinese culture into the classroom and social practice, and adopt various teaching methods to improve teaching effectiveness. In addition, the chapter also introduces the course of "Teaching English with Chinese Characteristics", which is guided by embodied cognition theory and cultivates students' ability to spread Chinese culture in English through embodied learning.

2 Research rationale

Explored three theoretical foundations: embodied cognition, deep learning, and project-based teaching. Embodied cognition emphasizes the role of the body in the cognitive process, generating concepts and categories through the interaction between the body and the environment, promoting the cultivation of higher-order thinking and innovative spirit. Deep learning is a multi-level process of knowledge acquisition and skill development, involving memory, understanding, application, analysis, evaluation, and creation, closely related to emotions and engagement. Project based teaching is a social practice activity that focuses on solving practical problems. It is collaborative, social, practical, and research-based, and can effectively improve English writing skills and cultivate students' higher-order thinking. This study aims to explore the specific impact of embodied learning and deep learning on enhancing the ability of college students to spread Chinese culture through empirical analysis.

3 embodied learning practices

This article introduces the embodied learning practice of the course "Teaching English with Chinese Characteristics", aiming to cultivate cross-cultural communication talents. The course focuses on 10 cultural themes and guides students to engage in practical learning in museums and other places through blended online and offline teaching and project-based teaching. The embodied learning process includes three stages: pre project, mid project, and post project. By clarifying learning objectives, pre evaluating learning abilities, creating a learning atmosphere, preparing and activating knowledge, acquiring new knowledge, deeply internalizing knowledge, and evaluating learning by teachers and students, it promotes students' transformation from shallow learning to deep learning. Taking the theme of "skills" as an example, the learning activities of students in the pre -, mid -, and post project stages were demonstrated, such as forming study groups, watching instructional videos, participating in topic discussions, on-site experiential learning, and producing video works. Finally, the learning effectiveness was evaluated through teacher-student cooperation.

The impact of embodied learning on cultivating college students' ability to spread Chinese culture

Explored the relationship between embodied learning and the cultivation of Chinese cultural dissemination ability among college students, and examined the mediating role of deep learning in this regard. The research subjects are 191 second year students from different majors who participated in the course of "Teaching English with Chinese Characteristics Culture". The study used a questionnaire survey, including three variables: embodied learning, deep learning, and the cultivation of Chinese cultural communication ability, and was scored using the Likert five point scale. The data analysis was conducted using SPSS 26.0 software, and the results showed that the reliability and validity of each variable were good. Research has found a significant positive correlation between embodied learning, deep learning, and the cultivation of Chinese cultural communication abilities, with deep learning playing a partial mediating role between the two. The average embodied learning effect is close to the highest value, indicating good learning outcomes, with the physical participation dimension having the highest effect. The average performance of deep learning is also close to the highest value, with good effects in emotional development and knowledge transfer dimensions. The average effect of cultivating the ability to spread Chinese culture is also close to the highest value, with higher effects in the dimensions of communication and language skills. The study also pointed out that embodied learning promotes deep learning by creating experiential and interactive learning scenarios, thereby effectively cultivating and developing the ability to spread Chinese culture in English.

5 Conclusion

The importance of the "Teaching English with Chinese Characteristics" course in cultivating cross-cultural communication talents was emphasized. Through the guidance of embodied cognition theory, innovative teaching practices, the development of students' embodied learning behaviors, the promotion of deep learning, and the integration of humanistic and instrumental teaching were achieved. Research shows a positive correlation between embodied learning, deep learning, and the cultivation of Chinese cultural communication abilities, with deep learning playing a mediating role. Although further exploration of the influence of covariates is needed, the study provides insights into innovative learning methods and practical models for college English teaching. The teaching content should combine ethnic traditions and regional cultural characteristics, innovate project-based teaching practices, strengthen ideological and political education in the curriculum, and enhance practical abilities. Teaching methods should stimulate students' enthusiasm and subjective initiative for learning, stimulate various learning methods, and drive their awareness and behavior of autonomous and collaborative learning. As an important foundation for embodied learning, project-based teaching should carefully design challenging, authentic, practical, and application-oriented learning tasks, leverage the leading role of social or learning scenarios, help students achieve knowledge integration, processing, expansion, construction, and transfer innovation, and effectively improve teaching effectiveness.