A Study On The Design Of Writing Language Teaching In Elementary School From The Perspective Of Embodied Cognition

The Language Curriculum Standards for Compulsory Education(2022 Edition)specifies the goal of writing in the first section of elementary school language: "Be interested in writing,pay attention to things around you,write what you want to say,and write about things in your imagination.Enjoy using words learned from reading and life in writing." Writing is the introduction to writing,and it is the key to developing students’ interest in writing and their willingness to write and enjoy writing.However,in the current teaching of writing,there is a "fast-food" teaching procedure: sharing ideas-teaching writing(or showing model essays)-writing the first draft-teacher correction-showing the work Under this procedure,students do not have sufficient physical and mental experience in the classroom,which leads to separation of mind and body,confinement of thinking,and the inability to express their true thoughts.The theory of embodied cognition suggests that the environment and the body are two key factors in cognition,and that the formation of cognition is inextricably linked to the body,the environment,and the way they interact,thus providing guidance for the mind-body separation of the writing classroom.This paper first clarifies the meaning of embodied cognition and the functional value of writing,and finds that it is feasible and necessary to combine embodied cognition with writing instruction.It is found that the combination of embodied cognition and writing is feasible and necessary because the characteristics of embodied cognition are consistent with the physical and mental development of children in the early elementary grades,such as the intuitive nature of thinking and the poor stability of attention,while the topics of writing in elementary languages also reflect embodiment and the process of writing teaching highlights the contextual nature.The necessity of integrating embodied cognition with writing in elementary school is reflected in three aspects: it helps develop students’ core literacy,promotes students’ perception,and stimulates students’ authentic expression.In the context of embodied cognition,a contingency analysis is conducted before designing writing instruction,including the connotation,characteristics,philosophy,and principles of writing instruction.The theoretical examination provides the necessary background understanding and theoretical foundation for this study.Based on the embodied cognitive perspective,questionnaires and interviews were used to understand the actual state of writing instruction.The 150 student questionnaires and seven interviews with front-line teachers revealed these problems in current writing instruction: teachers’ lack of clarity about the goals of writing instruction,the fragmentation of learning and context,the solidification of learning space and posture,the lack of students’ subjectivity,and the homogenization of teaching evaluation.These problems are mainly attributed to teachers’ failure to understand the integrative nature of language learning,teachers’ failure to update the concept of embodied writing teaching,teaching bound to the teaching environment and resources,and the limitations of students’ physical and mental characteristics.Therefore,based on theoretical research and analysis of the current situation,this study constructs a framework for writing instructional design in the context of embodied cognition.The basic process covers: pre-analysis,teaching goal design,teaching content design,teaching method design,teaching environment design,and teaching process design,and the steps of writing language teaching design in elementary school in the context of embodied cognition are proposed from six aspects.On this basis,a writing case "The Little White Rabbit Crosses the River" is designed and analyzed to provide a path for thinking about the combination of embodied cognition and elementary language writing teaching.This paper theoretically discusses that embodied cognition theory can be helpful in teaching writing in elementary school,but due to various factors,the case in this study could not be implemented,so the effect of the guidance on the practical aspects remains to be seen.