An Action Research On Elementary School Activity Composition Teaching Based On Situational Cognition Theory

Composition teaching is an important part of Chinese teaching in primary schools.The level of students' composition ability directly affects the development of students' Chinese literacy and comprehensive ability.However,in primary school Chinese composition teaching,there are still problems such as low efficiency of composition teaching,single teaching form,and lack of enthusiasm for students to write,which will not only hinder the improvement of composition teaching quality,but also make it difficult for students to form good thinking quality and comprehensive quality.For this reason,this study uses literature method,interview method,observation method,and action research method to explore the composition teaching of primary school activities based on situated cognition theory,and comprehensively explores new forms of composition teaching,and puts forward suggestions for reference,and strives to achieve The purpose of improving the quality of composition teaching and improving students' composition ability.By sorting out the relevant literature on situated cognition theory and activity composition teaching,this research understands the characteristics of situated cognition theory and its value to activity composition teaching.Using the method of action research,a fourth grade class of a primary school in T city is selected as the In the experimental class,through classroom observation and teacher-student interviews,we can understand the current situation of composition teaching in this class,and find out the existing problems and deficiencies.Based on this,this paper conducts a four-month action research on activity composition teaching in primary schools based on situational cognition theory for 45 students in this class,in order to explore whether activity composition teaching can improve students' writing interest and writing level,and whether it can effectively improve composition.Teaching Quality.In the research process,first of all,understand the current situation of students' writing,and design teaching activities according to the level and attitude of students' writing.Secondly,based on the situated cognition theory,the teaching process of primary school activity composition is designed,and it is applied to the composition teaching of primary school Chinese textbooks edited by the Ministry.In the second round,the theme activity-based composition teaching was carried out,and the action plan was continuously improved in the teaching process,so as to obtain better research results and improve students' interest in writing.Through classroom observation and teacher-student interviews,the conclusion of the action research on activity composition teaching based on situated cognition theory is drawn: situational teaching enhances students' writing interest;activity composition enriches students' writing materials;activity situation improves students' writing ability.After two rounds of action research reflections and summaries,relevant suggestions for elementary school activity composition teaching based on situational cognition theory are put forward,including: improving teachers' quality,strengthening situational teaching and understanding of activity composition;enriching students' life experience,enriching activity situations and composition content;create a collaborative situation,expand the types of activity composition;improve the situational teaching process,reasonably arrange the activity time;refine the activity composition guidance,and evaluate in conjunction with the communicative situation.