Study On The Teaching Strategy Of Writing In The Third Segment Of Primary School Based On The Theory Of Embodied Cognition

Composition teaching is an important part of Chinese teaching in primary schools.It plays an important role in training students' written expression ability,making them express themselves better and communicate with others.The compulsory education curriculum standard stipulates the overall goal of writing,which requires that writing should be close to students' reality,Let students be willing to write and express themselves,and encourage students to pay attention to real life and express their true feelings.However,the survey found that there were many problems in the teaching of writing,which made the writing goal difficult to achieve.The theory of embodied cognition holds that cognition is the result of the synergy of body,environment and their interaction.Practice teaching guided by specific cognitive theory can effectively stimulate students' interest in writing,guide students to obtain practical writing materials,and guide students to express their true feelings.Therefore,this study attempts to construct the teaching strategies of the third learning section from the perspective of embodied cognitive theory,which can provide reference for improving teachers' teaching and students' writing literacy.In this study,questionnaire survey and interview were used to investigate the problems of students and teachers in the teaching of exercises in the third period,and to identify the specific problems in the teaching of exercises.On this basis,we use the theory of embodied cognition to construct the teaching strategy of the third learning section.Finally,we carry out the teaching practice and analyze its classroom effect.On the basis of reading a large number of documents,this paper explores the origin and connotation characteristics of embodied cognitive theory,and draws the teaching objectives,principles and process of using embodied cognitive theory to guide the teaching of writing in the third stage of primary school.Then,aiming at the problems exposed in the questionnaires and interviews with teachers in the third stage,this study puts forward the teaching strategies of the third stage under the guidance of embodied cognitive theory,which include: first,personal experience,triggering students' true feelings.Second,enrich students' appearance and accumulate materials for their exercises.Third,Creating environment to arouse students' interest in writing.Fourth,students participate in the evaluation of exercises and make comments humanized.Finally,by presenting the teaching cases of embodied exercises and analyzing their classroom effects,it is found that the application of embodied cognitive theory in the teaching of exercises has obvious advantages.the students' motivation for writing is stimulated,their enthusiasm for writing is enhanced.Let the students experience it personally,and the students' principal position can be highlighted.Through teacher-student communication and sharing,Playing the Role of Exercise Expressions and Communication.However,there are also some limitations,such as the higher requirement for teachers' time control,the teaching strategies of these embodied exercises are not fully applicable to all students and all the themes of the exercises,and teachers need to take some remedial measures in the teaching of the exercises combined with the specific situation,and so on.