Primary Words Teaching Under The Perspective Of Cognitive Linguistics Theory

Vocabulary occupies very important position in Chinese language teaching inprimary schools. It is one of the important content of Chinese teaching. Vocabularyteaching can not only consolidate literacy teaching, but also is the basis of readingand writing. It has a profound influence on the development of the students’ abilityin listening, speaking, reading, writing and thinking. New curriculum reform forthe past boring language classroom has brought unlimited vigor and vitality. In thecontext of new curriculum reform, the purpose of vocabulary teaching changedclearer, the teaching contents more scientific, the teaching methods more diverse.Most of the teachers can grasp the spirit of the New Curriculum Standard andunder its guidance for teaching. However, through the related literature, and thevocabulary teaching situation of the questionnaires, the author know that there aresome teachers in teaching practice floating the idea of the New CurriculumStandard, and appearing deviation. They sometimes deviated from the directionof new curriculum reform, leading to expose some problems in the vocabularyteaching of primary school. The author is inspired from the theory of cognitivelinguistics, trying to put cognitive linguistics theory and the actual vocabulary teaching of primary school, in order to input fresh blood for vocabulary teaching,and add some positive energy. This paper adopts the combination of theory andpractice, and is divided into three chapters discusses.The first chapter is the existence question of primary school vocabularyteaching and the analysis of attribution. Words in this chapter include three parts:the current elementary school teaching investigation and results analysis, thecurrent issues and the problems of attribution analysis. First of all, the teachingsituation questionnaire are briefly introduced and analyzed. Secondly, the authortries to sort out the current main problems of vocabulary teaching in primaryschool from two aspects of teachers and students, combined with the result of thequestionnaire. From the perspective of teachers’ teaching, the problem is mainlymanifested in four aspects: improper teaching methods, neglecting the studentsexperience; Ignore the richness and failing to dig the connotation; breaking awayform the language environment, isolating vocabulary teaching; Lack of practicetraining, ignoring development use. In terms of students, includes interest, burden;not deep, not firm; Lack of accumulation and using. Finally, after reflect on thesequestions, the author summarized its deep reasons as breaking away from students’cognitive development; Absence of positioning on vocabulary; Obsolescence of teaching idea and singling method.The second chapter expounds the value of cognitive linguistics to vocabularyteaching in primary schools. In this chapter, firstly, it makes a brief introduction tothe theory in cognitive linguistics. Next, in view of existing in the current primaryproblems in vocabulary teaching and attribution analysis in the previous chapter,this paper expounds the value of cognitive linguistics to vocabulary teaching inprimary schools: paying attention to the cognitive development of students andmaking the teaching more effective; Focusing on the cognitive world behind thewords, making the teaching more depth; Providing teaching tool, making teachingway more varied.The third chapter probes into the practical exploration based on the theory ofthe cognitive linguistics. Primary vocabulary teaching from the perspective ofcognitive linguistics theory not only should interpret its rationality in theory, butalso should be vigorously implemented in practice. Only putting the theory intopractice and carrying out creative research to explore more effective ways ofvocabulary teaching, the level and quality of teaching can be improved. In thischapter, the author talks from three aspects: changing concept, teaching principlesand teaching methods. Firstly, this paper introduces the transformation ignoring students’ cognitive concepts, the changing understanding of vocabulary planarityand the changing concept of language "arbitrariness". Secondly, the paperintroduces the teaching principles of context, experience, and in-depth. Finally,introduces several vocabulary teaching methods: the body experience method,metaphor analysis method, category accumulation method, activation ofexperience method, the glyph analysis method, creating situation method, compareand inquiry method.Practice has proved that only by constantly reflection, analysis andexploration can be progress and improve. Overall, the train of thought in this paperis discussed according to the reflection on the current elementary school teachingproblems, the causes analysis, theory with practice, then the strategy exploring. Bythis article, I would like to initiate hope there will be more and more valuable anddepth of the related research to make vocabulary teaching glow of vitality!...