Research On The Teaching Design Of Primary School Chinese Writing Based On Context Cognition Theory

Situated cognition theory on constructivism "subjective world is constructive" thought, based on the extended out "situation in the construction of the knowledge is the proof of meaning rather than the individual the multiple perspectives, emphasizing the interaction of the individual and the environment, build an active learning, promote each other similar ecosystem system. With the development of the native language accumulation is an important symbol of students’ intelligence development, the physical and mental development of students has an estimated value. In the study and application of native language, writing and oral communication is often more direct forms.This research mainly from the situated cognition and learning theory as a starting point, analysis of western integration in a large number of investigations of the situated cognition, on the basis of basically has the problem of trajectory, the main content of historical development and the main teaching mode. For at this stage of primary school Chinese writing teaching practice to explore in depth, including the analysis of the interviews of the teachers and students homework, necessary classroom activity survey is also indispensable. The author based on the new curriculum, the curriculum standard of nine-year compulsory curriculum ideas and goals, creatively put forward closely integrated with Chinese primary school Chinese teaching of writing teaching design, mainly is the authenticity of the teaching goal and situational, real learning situation analysis and task allocation based on this, combined with the current primary school Chinese teaching of writing strategies and content, and multiple dimensions and multiple ways of evaluation are put forward. The thesis teaching in an elementary student common description class composition (I like small animals) as an example, on the present stage of this kind of composition teaching is relatively shallow exploration analysis, then the situated cognition theory of teaching design principles to infiltrate the concrete elaboration elementary school writing teaching situation, after the concrete steps of teaching design, the design in the practical writing teaching classroom, puts forward the concrete implementing scheme and the design of classroom teaching, in order to use this theory to describe kind of composition teaching, and the design of the writing teaching in the future as a model for further research.