Application Research Of Cognitive Flexibility Theory In Middle School Chinese Teaching Design

Cognitive flexibility theory (Cognitive Flexibility Theory) is Spiro (Spiro), who in 1990 proposed a theory of school psychology. They pointed out that: "the so-called cognitive flexibility refers to the reconstruction of a variety of ways their knowledge, a fundamental change to the scene to make an appropriate response to the area. The theory focuses on the information presented in a variety of perspectives, " advocated should rely on effective learning scenarios. The central problem is the multi-crux of the problem. As China's rapid economic development, education has made brilliant achievements, the flourishing of various disciplines present situation. The concept of language education has been updated, language teaching reform in the development of the times demand a new direction, the researchers in seeking to construct a new theory of language teaching, language education reform in the hope that a new way to explore. Results from the current study, the Constructivist theory is widely accepted by people, but the cognitive flexibility theory and a combination of language teaching research is still in its early stages.In this paper, in theory, to explore the design of language teaching in the meaning and value; practice, to examine how, under the guidance of cognitive flexibility theory to classroom teaching. This article is divided into five parts: (a) Summary of cognitive flexibility theory, mainly to introduce the theory of cognitive flexibility in the connotation and extension, and its development, summarized the rationale for cognitive flexibility in the education point of view of teaching. (B) part of the basis of previous analysis of the rationale for cognitive flexibility in the design and the relationship between language teaching, language teaching from the traditional design of the deficiencies and shortcomings in comparison start to find out the theory of flexible design of language teaching. (C) cognitive flexibility on the rationale for the design of language teaching in the guiding principles of student-centered, focused on cognitive pluralism. (D) classroom teaching from a micro-level analysis of the rationale for cognitive flexibility in the language teaching in the question of how to implement, based on their own experience in teaching and practice of China's outstanding teachers of the new era of education reform to explore the language. (E) the results of the theory and practice of the general need to be inspected, this chapter is mainly for teaching and learning and evaluation of this study to present the new curriculum reform to provide some reference to the current curriculum reform to make the healthy and orderly development, this is the Study on the starting point and destination.