Study On The Teaching Of Assignments From The Perspective Of Embodied Cognition

Writing teaching is an important part of Chinese teaching in primary schools,which greatly helps students to improve their language expression ability,train their thinking ability,and shape their emotional attitudes and values.It can be said that the study of writing teaching has always been a hot issue in the field of Chinese education.Cognitive science has undergone a process of development and evolution from leaving the body.The discovery of the human body has injected new blood into the cognitive science.Embodied cognition theory has attracted the attention of many psychologists and educators as a new orientation in the field of cognitive psychology.The purpose of this research project is to start from the current teaching situation and actual teaching needs of writing teaching,based on the perspective of embodied cognitive theory,to provide as many teaching strategies as possible for writing teaching,and to provide some for frontline language educators.Suggestions for reference.This article is mainly divided into four parts:The first part investigates the current situation of primary school Chinese writing teaching in the form of questionnaires and classroom observations,identifies some problems in the teaching process of writing,and analyzes the causes of these problems for subsequent writing.The development of teaching and research makes the groundwork.The second part is an analysis of the relevance of embodied cognitive theory and writing teaching.This part specifically analyzes the subject of study in the writing teaching—students,classroom teaching concepts,assignment topics and evaluation of practice teaching in elementary Chinese textbooks.The agreement between the aspect and embodied cognitive theory provides a research basis for the introduction of embodied cognitive theory in writing teaching.The third part is to put forward corresponding teaching strategies for assignment teaching based on the theory of embodied cognition.The core of these teaching strategies is to focus on the cognitive function of the body.Through the awakening of students 'life experiences,attention to individual differences,creation of readers' awareness and teaching situations,and advocacy of body experience and body imagination,construct the body's teaching and learning role in cognition,thinking and imagination.The fourth part is the teaching design and teaching implementation of assignment teaching.This part of the teaching design and implementation according to the teaching strategies proposed above,and through the student's work situation and the author's internship guidance teachers' views on the implementation of this teaching practice case analysis.Through the construction and implementation of the teaching strategy of assignments from the perspective of embodied cognition theory,the following conclusions are drawn:First,embodied cognition theory and writing teaching are relevant,and it is feasible to use embodied cognition theory to guide writing teaching.Second,the exercise teaching strategies that give play to the cognitive role of the body can increase students' interest in writing and their enthusiasm for participation,thereby making the teaching of exercises more effective and efficient.Third,the theory of embodied cognition is not omnipotent.In the process of educational practice,it is necessary to combine teaching practices and comprehensively use various teaching theories to achieve the most ideal teaching effect in assignment teaching.