The Current Situation And Strategies Of Chinese Writing Teaching In Primary Schools From The Perspective Of Embodied Cognition

The development of everything is inseparable from the scientific guidance and philosophic depth,and thus teaching practice can be improved with the use of the research results of scientific psychology.Embodied cognition has currently become the main development direction of cognitive psychology.Therefore,based on the perspective of embodied cognition,it is worthwhile to explore how to give more new vitality to the teaching of Chinese writing in elementary school in the stage of examination-oriented education.The origin of this research is the current reflection on the current implementation of Chinese writing teaching,the relevance of embodied cognitive theory to Chinese writing teaching,and personal interest in thinking and practice.By combing the literature and following the thinking path of embodied cognition theory-cognition,body,and environment are a dynamic unity,and then adding the "experience" element,a fourdimensional embedded figure of embodied cognition is initially constructed,And then explore its educational value.Under the guidance of the embodied cognition theory,this research takes teachers and students from a public primary school in Shanghai as a sample and conducts an anonymous questionnaire to search for the current application of embodied cognition theory to the teaching of Chinese writing in primary schools.It firstly guarantees the credibility and validity of the questionnaire by using SPSS22.0 and EXCEL2010 and analyzes the statistics after recording them.Secondly,it adds interviews of students and teachers to remedy some problems in the survey that may not be deep enough or worth further exploration,At the same time,this research combines the observation indicators of the Classroom Observation Framework(Third Edition)to carry out specific modifications.It takes the specific study as a typical case to explore the writing principle,teaching approach and writing assessment of the Chinese writing teaching in primary schools under the perspective of embodied cognition theory.Next,based on the research of the theory and analysis of the current situation,the research finds the starting point of the construction and the specific method to expand.With the hope to build a bridge between theory and practice,it also proposes three principles to construct the teaching strategies of embodied writing teaching,namely,physical and mental participation,the coupling of body and situation and the interaction and resonance.Besides,this article intends to preliminarily construct embodied teaching strategies from five aspects: the advancement of ideas,the development of content,the exploration of models,the construction of situations,the exploration of evaluation.At last,the thesis makes a reflection and summary to prove that it is feasible to introduce the conclusions and methods of embodied cognitive research into Chinese writing teaching in primary schools.Therefore,it can help teachers form the awareness of embodied cognition and master scientific and effective teaching strategies of embodied writing,so as to promote the development of writing teaching in the scientific and humanistic direction.