Research On Chinese Writing Teaching In Junior Middle School From The Perspective Of Embodied Cognition

With the vigorous development of embodied cognition,it has been introduced into the fields of psychology,cognitive science,and education.In recent years,embodied cognition has been widely used in education and teaching,guiding teaching and learning with its new cognitive approach.As an important part of language teaching,writing is responsible for cultivating students' core literacy;at the same time,it is also regarded as the most difficult problem in language teaching,which is difficult for many language teachers to master.Therefore,based on the perspective of embodied cognition,this paper combines embodied cognition and junior high school language writing teaching,trying to analyze the current situation of junior high school language writing teaching from a new perspective and propose rationalization strategies for its problems,so as to effectively promote the continuous development of junior high school language writing teaching.First,the theories of embodied cognition are explained.By searching materials and reading relevant monographs and literature,the theoretical foundation,connotation and characteristics of embodied cognition are systematically sorted out to strengthen the theoretical foundation for the later discussion.By summarizing the teaching and learning views of embodied cognition,the study will effectively guide the teaching of writing in junior high school.Embodied cognition is an emerging field of research in cognitive psychology,and its emergence is a great challenge to classical cognition,which rejects the traditional mind-body dualism and emphasizes the important role of the body in the cognitive process.The writing class in junior high school under the perspective of embodied cognition pays more attention to students' personal feelings and bodily experiences,which is conducive to the healthy development of students' body and mind.Secondly,we analyze the current situation of middle school language writing teaching in the context of embodied cognition and analyze the causes of the problems.Through a questionnaire survey of teachers and students in L Junior High School and S Junior High School in Yancheng City and a summary of a large number of writing teaching classes observed during the internship,the overall cognition of middle school language writing teaching was obtained,and the problems of middle school language writing teaching were summarized from five aspects,mainly the writing teaching goal is not comprehensive enough,ignoring the students' physical and mental health development;the content of writing teaching is far from students' The content of writing teaching is far from students'lives.which leads to false and empty contents of students' compositions;the process of writing teaching fails to make use of the body and lacks physical interaction between teachers and students;the method of writing teaching lacks contextuality,which is not conducive to stimulating students' emotional experience:the evaluation of writing teaching fails to reflect the life care for students,etc.The reasons for this are as follows:first,teachers and students are deeply influenced by exam-oriented education;second,teachers and students do not participate in the classroom physically and cannot get real experiences;third,teachers dominate the classroom and teachers and students are not on equal footing;fourth,teachers lack the concept of embodiment and teaching methods lack innovation;fifth,teachers' own evaluation literacy is not high.Finally,guiding practice with theory,pointing out the way forward for practical writing teaching,on the basis of theoretical analysis and current situation investigation,and relying on the Chinese Curriculum Standards for Compulsory Education(2011 Edition),aiming at the problems in the above five aspects,put forward effective strategies for optimizing Chinese writing teaching in junior high school:First,establish the "embodied cognition"writing teaching concept,teachers in writing class embodied listening to students' ideas,with the help of the body to convey emotions;Second,design "body participation" writing teaching content,select materials based on students' life,stimulate students' inner emotions;Thirdly,create a writing teaching process of "body present",encourage students to observe and experience by themselves;Fourth.explore the "body experience" writing teaching method,mobilize students' body sense,set up writing teaching situation;Fifthly,advocate"integration of body and mind" writing teaching evaluation,evaluate students from various aspects,learn to appreciate students.Through scientific and reasonable embodied teaching strategy,inject fresh strength into the development of junior middle school Chinese writing teaching,improve the quality of writing teaching,enhance students' writing enthusiasm.