Abstract
<p>AbstractThis paper proposes the "Visual Logic" pedagogical framework for English grammar teaching, which transforms abstract grammatical rules into visual cognitive derivations grounded in embodied cognition. Distinguishing itself from conventional "visual memory" approaches that merely attach images to rules, Visual Logic derives grammatical conclusions from shared human spatial-bodily experiences. The framework draws on embodied cognition theory (Lakoff &amp; Johnson, 1980; Johnson, 1987), dual coding theory (Paivio, 1986), cognitive grammar (Langacker, 1987), and iconicity theory (Haiman, 1980, 1985), and is further supported by recent neuroscientific evidence for cross-linguistic shared semantic dimensions (Bi et al., 2026). The paper demonstrates Visual Logic's operability through three core teaching cases: spatial metaphor derivation for prepositions, aspectual image derivation for tense, and scalar derivation for quantifier selection. The framework emerged from the author's decades of English learning and thirteen years of frontline teaching practice, predating the 2025 revised curriculum's emphasis on competence-oriented instruction.摘要本文提出"画面逻辑"英语语法教学框架，将抽象语法规则转化为基于具身认知的画面推导过程。该框架区别于传统"画面记忆"法（仅将图像与规则关联），画面逻辑从人类共享的空间-身体经验出发推导语法结论。理论基础包括具身认知理论（Lakoff &amp; Johnson, 1980; Johnson, 1987）、双重编码理论（Paivio, 1986）、认知语法（Langacker, 1987）和象似性理论（Haiman, 1980, 1985），并得到跨语言共享语义维度的神经科学证据支持（Bi et al., 2026）。本文通过三个核心教学案例展示画面逻辑的可操作性：介词的空间隐喻推导、时态的体貌画面推导、量化词的量表推导。本框架源于作者数十年英语学习与十三年一线教学实践，早于2025年修订版课程标准对"素养导向"教学的倡导。Keywords: Visual Logic; Embodied Cognition; Visual Derivation; English Grammar Teaching; Cognitive Linguistics; Subtraction English关键词：画面逻辑；具身认知；画面推导；英语语法教学；认知语言学；减法英语</p>