An Investigation Of Primary School Pupils' Senior Writing And Teaching Strategies From The Perspective Of Embodied Theory

Writing is a way to reflect things,express emotions,and achieve communication through language and writing.It is also a process of knowing the world,knowing oneself,and expressing creatively.In all teaching methods,embodied cognition theory advocates that cognition is the result of the combined effect of body,environment and interactive activities.Guiding writing teaching through embodied cognitive theory can fully demonstrate students' enthusiasm for writing,encourage students to understand actual writing materials,and help them express their inner feelings.How to give new vitality to primary school Chinese writing during the compulsory education period is worthy of our comprehensive analysis.Based on theoretical knowledge,this article mainly focuses on the teachers and students of Huaian A Primary School as the main survey objects.It has an in-depth understanding of the specific application of embodied cognitive theory in the teaching of Chinese writing in elementary schools.With the help of SPSS22.0 and EXCEL2010,the reliability and validity of the questionnaire are studied.Record the data results and conduct statistical research;then deal with the questions that are not in-depth or worthy of discussion through teacher-student interviews,and explore the embodied status of the three parts of primary school Chinese writing teaching from the perspective of embodied cognition:writing concept,teaching Model,writing evaluation.On the basis of consulting the existing literature,the origin and connotation characteristics of the embodied cognition theory are analyzed,and the expected educational goals,educational concepts and specific procedures for optimizing the embodied cognition theory to guide writing teaching in the upper grades of primary schools are obtained.After that,it mainly analyzes and studies the practical problems learned from the questionnaire survey of the upper grades of primary school students and teacher interviews.Based on the theory of embodied cognition,the teaching methods of writing in the upper grades of elementary school are proposed as follows:1.Affectionate,inspire students' inner emotions;2.Enrich students' appearance and accumulate rich materials;3.Create an environment that stimulates students' enthusiasm;4.Students participate in homework assessment and value the content of comments.This article points out that if students have a strong enthusiasm for writing,they will consciously create;to help students feel deeply and enhance their subjectivity:use the interaction between teachers and students to fully stimulate the influence of writing expression and interaction.However,there are also some problems.For example,the control standards for teacher time are too high.The above-mentioned embodied writing teaching methods cannot be applied to all students and assignment topics.Therefore,teachers should choose appropriate solutions according to the actual situation in writing teaching.wait.