On Pupils’ Mimetic Activity

In the current educational practice, although the polupar theories of pupils’ mimetic activity as an important base deepen relevant researches, they igore the complexity and richness of phenomena of pupils’mimetic activity unfortunately, which as matter of facts leads people to under-estimate even misunderstand pupils’ mimetic activity. For example, the use of concept in self-evidence together with the analysis of problems in single perspective strengthens the prejudices of mimesis as a low-level learning even an opposite side of creativity.As a result, in the society advocating creative education, the role of mimesis is utterly forgotten with time, even dealt with as an obstacle, and the positive meanings of mimesis actually weeken in the end, which will cause disorders in education and lives of people inevitably. Human is being of mimesis. Without mimesis, human will be no langer himself, and any learning practices will happen no more, let alone creative learning.So, researches on pupils’mimetic activity in order to envisage its values and meanings are inevitable and important things that will help to deepen the educational reform, develop pupils’all round qualities, and improve the qualtity of education.In perspective of etemology, no matter of China and the west, the concept of mimesis shows great amount of meanings, which include slavery coping of originals, self-performance of individuals, expression and communication. In views of pragmatics from multiple subjects, the meanings of mimesis change from imitation to representation, making-believe performance, communication and so on. The analysis of concept of mimesis will help understand mimesis, and promote recovering its glories of human nature and existence, which will then facillate mimesis as a worthy field of padegogy.Different from mimesis viewed as stimulus-response, social cognition and mind process, mimesis is believed as being of human,which is a main way of individuals to participate community life and cultural communications. As a consequence, pupils’mimetc activity can be conclude as a kind of body-soul activity in which pupils can establish the communicative relationship with educational prototypitcal things by virtual of certain expressional media in background of school.The pupil’s mimetic activity is contradictorily characteristic of instrument/aesthetics, autonomy/heteronomy, individual/community, succession/creation and unity/speciality. Not only can such characters reunified help pupils to acquire practical knowledge, complish self-understanding, socialization as well as cultivation of creativity, but also form the colorful modes or types of pupils’mimetic activity.The pupil’s mimetic activity can be divide into different modes if in different angles. For example, there are aimless mimesis, other-oriented mimesis and performative mimesis in the perspective of the aim of pupils’ mimesis; mimesis of knowledge, emotion and morality can be recognized if considering the content of pupils’ mimesis; pupils’ mimesis can also be separated into cognitive mimesis, experiential mimesis and poietic mimesis if the way of expression of mimesis is payed attention; of course, there are also negative and positive mimesis if the evaluation of outcomes of mimesis is considered. Besides modes, Pupils have two levels of mimesis in common which evolve6different continuous stages in view of levels.There are two relevant and coherent ways of realization mechanism of mimetic activity of pupils’, one of which is disembodied mechanism stressing the role of soul in mimesis that compose of rotative stages of motivation/identification, message processing and reflecting assessment, the other of which is embodied mechanism emphasizing the role of bodily perception and experience in mimesis on the contrary include factors of mimetic impulse and narrative self. Typical and classical case is be analyzed in order to show the coextensive relation between both mechanisms. The processes of pupil’s mimesis are influenced hardly by the selfhood of pupils, teachers and their cultural environments which suggests teachers pay more attention to the complexity.On base of proposing the coherent mimetic mechanisms of embodiemnt and disembodiment, it explores the relation of mimesis and creaticity further. Perhaps now, it can be concluded that pupils can always manage to realize their development and complish the overwhelm in cognition and experience when participating the mimetic activities no matter what the mode of pupils’ mimetic activity really is, no matter how their level is, and no matter whether the body plays its role in the practical mimetic activity. Take all the facts into account, teachers should comply with the positive role and meanings of pupils’ mimesis, and then revive their view and change their teaching strategies such as establishing moral, rational and spiritual cultural environment of campus, strengthening the emotional, rational and behavioral attraction in the construction of teacher-pupil relationship, and taking their suitable educators’ role when, whom and where is necessary based on the modes, essence and laws of pupils’ mimetic activities.