The Problems And Solutions Of Application Of Role Play In Chinese Teaching For Primary School

Since role play was introduced into China,it has caused great repercussions in the field of education and has been widely used in Chinese teaching for primary school.However,in the long history of role play being used and improved,there are inherent limitations which include teachers regard role play as a means to test students’learning outcomes,role play stays at the simple level of mobilizing the classroom atmosphere and role play is simplified as a sketchy and formal process.Embodied cognition believes that cognition anses from the interaction between the body and environment.Embodied cognition focus on the process of cognition rather than the outcome,paying attention to the physical participation rather than the physical game,making role play become a means for students to understand the text and making the body play a role in role play.In the investigation and research,we found that traditional role play in Chinese teaching for primary school has not been properly applied,and still faces many problems which include classroom order sliding into chaos,ignoring situation and students’physical participation,and the range of students participating in the role play is limited and etc.As a hot topic of psychological research,embodied cognition focuses on the interaction process between the body and environment,and greatly emphasizes the function of body and environment in which the body is surrounded.Embodied cognition’s ideas which include physical participation,situationality and dynamic interactivity will provide inspirations for the improvement of role play in Chinese teaching for primary school.This article consists five parts.In the introduction,we clarifier the reason of topic selection and the significance of this research,then we introduce and comment on the research on role play and embodied cognition at home and abroad,finally we introduce the research route and research method.In the first part of this article,we summarize the connotation of role play and embodied cognition and we get enlightenments from embodied cognition.In the second part,we explore the value of the role play in Chinese teaching for primary school from the perspective of embodied cognition which includes letting students carry out authentic learning activities directly,strengthening the experience of primary school students’Chinese learning process,enhancing interaction between teachers and students and promoting the development of students’ body and mind coordinatedly.In the third part,we investigate the use of role play in Chinese teaching for primary school by means of questionnaires,interviews and observations,and we summarize achievements and problems about current role play.In the fourth part.according to the problems have been found in the investigation,we put forward some suggestions from the perspective of embodied cognition which include establishing a correct body view,giving student’s bodies proper freedom in teaching,creating multiple situations and utilizing different types of embodied cognition effectively,advocating physical participation,grasping the process of experience,expanding the range of participants and increasing more opportunities.