Research On Task Design Of Chinese Writing In Middle School Based On Situational Cognitive Theory

The design of writing task can’t be divorced from relevant situations,and it should be placed in the perspective of situational cognition.Situational cognition is the representative approach of the second generation of cognitive science.The second generation of cognitive science criticized Descartes’ dualism,opposed to separating cognition from situation,and believed that the situation had a great influence on people’s cognitive activities,and cognitive activities could not be separated from life situations.Reflecting on Chinese writing task design from the perspective of situational cognition will greatly improve the level of Chinese writing task design,guide writing task design to real life,and improve students’ ability to use writing to cope with real life.The first generation of cognitive science,based on Descartes’ dualism,regards human cognitive activity as an activity that takes place outside the situation and inside the human brain.However,the education field is influenced by the first generation of cognitive science,which is characterized by "exam-oriented education" and "high scores but low abilities".The appearance of this series of situations has led many scholars in the education field to criticize and reflect on the drawbacks caused by the separation of learning and living situations.Situational cognition is the representative approach of the second generation of cognitive science,which advocates bridging the gap between cognitive activities and situations.The resulting impact in the field of education is reflected in the emergence of situational teaching.And Chinese writing needs the guidance of situational cognition,so that it can be better improved.Chinese writing is an important part of Chinese learning,through which students can express their feelings and opinions.Writing is an important way to convey students’ feelings,so it is very important to cultivate students’ writing ability.However,the current writing in our country has the phenomenon of "stereotyped writing".Students convey false thoughts and feelings according to the fixed writing pattern.This kind of writing is life-lost,life-divorced,and can’t cultivate students’ ability to deal with real life situations.The main reason is that the writing task itself lacks a certain context,and it is a writing task out of context.Therefore,according to the theory of situational cognition,the design of writing tasks should be better suited to certain situations,so as to arouse students’ thoughts and enable them to exercise their ability to solve problems in the corresponding situations.Each link of the writing task design must follow the principles of interactivity,respect for students’ subjectivity,concreteness and authenticity.The design approach is not limited to the creation of virtual situations,but also can rely on real social activities.Only in this way can we actively promote the improvement of students’ writing ability and enable students to better deal with various problems in life.