Action Research On Writing Teaching In Primary School From The Perspective Of Embodied Cognition Theory

The new curriculum reform emphasizes students as the main body,which means to emphasize students' participation,and students' participation in teaching should not only be conscious,logical participation,students' body should also participate in teaching.In practical teaching,however,the body is still seen as a factor that interferes with classroom teaching and is required to be strictly regulated.Students' understanding of things mainly comes from teachers' teaching and book knowledge,which is a kind of teaching from writing to writing.In the teaching of Chinese exercises in primary schools,emphasis is placed on methods and skills,while students' interest and emotion are ignored.It is a breakthrough to combine the theory of embodied cognition with the practice of Chinese writing teaching in primary school,to let the students' body participate in writing,and to promote the development of writing through the interaction between body and environment,which is a breakthrough in trying to solve the current difficult problems in writing teaching.This paper,based on the theory of embodied cognition,takes the mode of cooperation with front-line teachers to conduct an action study on the teaching of Chinese exercises in primary schools from the perspective of embodied cognitive theory.In the research,the researchers discuss the problems,form the action plan,put the plan into practice,and solve the practical teaching problems through the practice.In the course of action research,many methods such as literature research,observation method,interview method and text analysis method are used to collect data.During the observation and interview,the author finds that the students' body is neglected and the subjectivity is not fully displayed in the writing teaching.There are similarities in the contents of students' exercises.The practice is mainly in imitation and is not in close contact with the life.The teaching mode is single and theinteraction between teachers and students is limited to asking questions and so on.By analyzing problems and drawing up action plans,we give students space freedom by changing the classroom space;practice and reading complement each other to promote the development of students,and exercises strengthen the relationship with life.The teaching form is diversified,and the participation of body is emphasized.As a result,students' interest in writing,the quality of exercises and the concept of teachers have changed to some extent.Therefore,the conclusion of this study is that it is feasible and necessary to combine the Chinese writing teaching and the embodied cognition in primary school,and it is helpful to use the embodied style to enlighten the students' writing content and emotion.It can help the students with moderate achievement most;let the body return to class,stimulate students' interest and self-confidence,and look dialectically at the relationship between embodied cognition and disembodied cognition.