Cognitive Psychology And The Teaching Of Reading

In recent years, many primary&middlr schools in our country have carried out the reform of the teaching of reading, emphasizing teaching ways of learning. Although considerable efficiency has been achieved, many problems at the same time have been found in the reform, which the main one is that the instruction of learner's reading strategy is neglected. The present author thinks that much attention to the research findings of cognitive psychology can help to achieve significant efficiency in the teaching of reading strategy and then to improve the teaching of reading to a higher level. Cognitive psychology rose in the structures & the 20th centricity .It advocates researches in the structures & the process of psychological activities & emphasizes the interaction between individual & his environments. It believes that learning results from the interaction between individual & his environments. Teaching is of the important areas of the study of cognitive psychology, which provides the basic theory to the research in the modern teaching of reading. This thesis tries to discuss the nature of learning to read & its implications for teaching from the perspective of cognitive psychology.This thesis first of all illustrates the position lf reading & the teaching of reading, and then points out the importance of the teaching of Chinese reading in the middle school. Reading is a necessary ability for everyone in the modern society in which information is continuously renewing day by day .the middle school students are in a golden time in which they learn language and develop their reading ability. Without reading ability, it will be rather hard for them to live in the future society.After a brief introduction of the theory of cognitive psychology, this thesis illustrates the relationship between cognitive psychology and reading, and then discusses the personal understanding of cognitive psychology and its implications for the teaching of reading, spending a large space on why to apply the new ideas of cognitive psychology in improving the teaching of reading. Part three mainly deals with the cognitive structure of reading and reading strategy .It also discusser the functionsand the importance of the cognitive structure of reading and the student's pre-existent knowledge that may influence their reading comprehension. Combining with the practical experience, it is finally discussed how to enlarge the student's pre-existent cognitive structure of reading and construct a new one. For most of the teachers of Chinese, reading strategy is a new and familiar term.This thesis illustrates the great significance of learning reading strategy and the factors that affect the learning of reading strategy, specially discussing the teaching of metacognitive ability, the core of reading strategy, theoretically and practically in the hope that it can be helpful in teaching reading.