Research On The Teaching Strategy Of Primary School Composition Based On Embodied Cognition Theory

The “Chinese Curriculum Standards for Compulsory Education(2011 Edition)” clarifies the objectives of the compulsory education phase of assignment teaching,emphasizing guiding students to pay attention to life,expressing their inner feelings,and achieving the final wish "Willing to write and write their own life".Composition is the most important contents which can highlights the characteristics of the two majors of Chinese,the instrumentality and the humanities.It is also a comprehensive manifestation of the students' literacy in Chinese.However,in the actual primary learning and teaching process,there are problems such as ignoring student experience and emphasizing technical training.These make it extremely important to improve the teachers' teaching strategies in the current assignment teaching process in order to cultivate students to better express their true feelings.This research is conducted by comprehensively using literature method and interview method.After theoretical analysis,the author finds that compared with other learning theories,the Embodied Cognitive Theory pays more attention to the importance of the students' body and the situation created based on the student's existing experience in the cognitive process.At the same time,the characteristics of intuitive thinking and emotional manifestation of primary school students,as well as the "truth-seeking" requirements of exercise teaching and the current "distortion" status of primary learning teaching all indicate the need for the Embodied Cognitive Theory to guide primary composition teaching.This theory is also of great significance in stimulating students' interests in writing,enriching students' writing materials,and their life experience.After summarizing the basis and significance of the Embodied Cognition Theory in guiding primary school students' composition teaching,the author puts forward the basic principles and implementation steps of primary learning teaching under the perspective of the Embodied Cognition Theory,and carries out practical attempts based on these,discovering the application through practice.This theory develops primary school students' composition teaching.On the one hand,it can expand the learning platform and make teaching closer to the students' actual life.On the other hand,there are also difficulties such as lacking of systematic guidance for observation and experience.Based on the difficulties and problems found in practice,the author proposes the implementation of primary composition teaching under the perspective of the Embodied Cognition Theory from three aspects: improving teachers' embodied cognitive literacy,optimizing the design of exercise teaching,and improving the external support system of embodied experience.The steps provide a thinking path for the combination of the theory and primary composition teaching.This article confirms the Embodied Cognition Theory is helpful to primary composition teaching through interviews and practice.However,there are still many shortcomings.In the following research,it is necessary to start from aspects such as optimizing and reorganizing research methods and tracking theoretical developments.Pay attention to the development of the Embodied Cognitive Theory,think about how to improve the application of this theory in primary school students' learning and teaching,and achieve a more effective integration,in order to expect better practical results.