1、 Introduction

Sociocultural theory emphasizes the sociality of learning and the role of culture in cognitive development, which has had a profound impact on Western education, psychology, and linguistics. The physical performance cultural teaching method is based on this theory, aiming to cultivate learners' second cultural worldview, combine language and cultural teaching, and provide new ideas for the field of Chinese language teaching.

2、 The Basic Concepts of Sociocultural Theory

Sociocultural theory regards language as a part of culture, emphasizing that the meaning of language arises from people's dynamic use rather than static vocabulary. Ochs defines culture as the activities, ideas, materials, and systems created and recognized by specific social groups. Clark's common background theory suggests that communication should follow the principle of optimal design and rely on the common background of individuals and groups. Language genre is a means for cultural groups to solve communication problems, influencing the prediction and use of discourse. Krashen distinguishes between language acquisition and learning, while socio-cultural theory suggests that language acquisition is a process of cultural perspective and the construction of social identity. Tomasello proposed that human language acquisition is different from animal communication, involving cultural learning, communicative intention, and specific expression perspectives. Language socialization is the process by which learners become members of a social group by understanding its activities, emotions, knowledge, etc. through language use. The embodied cultural teaching method is based on socio-cultural theory, emphasizing that language teaching should focus on the use of language and cultural contexts, helping learners construct a second cultural identity and gain new perspectives on the cognitive world.

3、 Sports performance culture teaching method from the perspective of socio-cultural studies

The cultural teaching method of physical performance emphasizes language as a part of culture from the perspective of socio-cultural studies, advocating learning language in a cultural context. This teaching method follows three core principles: centering on culture, integrating language into culture, changing traditional teaching models, and using "discourse" in specific contexts as the teaching unit; Centered around physical performance, students accumulate cultural stories and master communication skills through simulating cultural events; Putting students at the center, encouraging them to learn independently both inside and outside of class, and cultivating lifelong learners. In senior Chinese language teaching, gradually increase the learning of information culture and achievement culture. For example, through the audio-visual class of "telling the truth" and the textbook of "practicing spring grass", let students understand the hot social and cultural topics in China, and expand the common background with Chinese people. In addition, strengthening reader awareness and genre awareness in reading and writing teaching, such as analyzing sample essays and writing tasks to help students understand reader expectations in the target language culture and achieve appropriate second language writing. The ultimate goal of cultural teaching is to help students establish their identity in the second culture, construct a worldview different from their local culture through exposure to authentic discourse, and gain recognition in the target language community.

4、 Conclusion

Explored the application of socio-cultural theory in Chinese language teaching, emphasizing that cultural teaching should delve into specific communicative behaviors and help students participate in cultural practices appropriately. By re examining the relationship between culture and language, new perspectives and methods have been provided for Chinese language teaching.