Study On The Relationship Of Schema Of Cognition Between The Subject And The Object Of Chinese Teaching In Senior High School

In the development process of education, the relationship between subject and object of education hasalways been the focus of attention. Teachers and students respectively in what position in education,teachers should use what method of treatment between teachers and students, become the object of study ofmany researchers. In twentieth Century, Piaget’s genetic epistemology thinks that human cognition of theworld from the main action, the nature of the development of intelligence and Thinking on the subjectthrough the action is to adapt to the object. In the conscious process of exploration, the cognitive subjecttakes advantage of the two ways of assimilation and conforming to realize the cognitive schema of thebalance, so as to achieve the purpose of understanding the world. In the process of education, the teachershaving rich and stable cognitive schema want to impart their main cognitive schema to students, with theaim of enriching the students’ cognitive. The students often produce cognitive understanding of self in theprocess of accepting teachers’ cognition schema, thus showing some resistance to teachers’ cognitiveschemata. Rebellious characteristics of high school students who have self consciousness more strongly isparticularly evident in the process of cognition. Also, Chinese course in senior high school focuses onfostering the analysis and understanding of students and teachers of in the process of imparting knowledgeto students show more obvious schema transmission characteristics. Therefore, this article choose therelationship between cognitive schema of subject and object of education in the high school languageclassroom as the research object, to explore its characteristics, relation, countermeasure.Senior high school students who tend to ripe in physiological and psychological have increasedindependent consciousness,and their language learning schema is influenced by their own attitudes, aroundthe cognitive environment and Chinese teachers’ teaching skills, showing distinct stages, plasticity andunique features.Chinese teachers who are cultivated by the knowledge of educational theory as adults,theirChinese teaching schema is influenced by the educational theory knowledge, their own school experience,self education attitude influence, showing development, stability and systemic features.Teachers andstudents need to carefully grasp the law characteristics of other cognitive schema in the process of mutualcontacts, but due to their cognitive capacity constraints,it will inevitably have some bias, resulting indislocation of schema of cognitive of the subject and object in teaching.Characteristics of cognitive schemadevelopment encourage teachers and students to adjust to the cognitive schema, and strive to achieve the fusion of the two.This is a process of dynamic construction, reflected in all aspects of language teachingprocess.Dynamic construction of high school Chinese teaching subject-object schema requires joint efforts ofthe three aspects of teachers, students, school.On the one hand, teachers should constantly summed up thestudents’ cognitive characteristics and rules,enrich their schema of cognition, and constantly improve theirown teaching quality.On the other hand,students’ exploration in the learning process needs to be encouragedand affirmation, in order to better develop their creative thinking.At the same time, the school as the mainplace of education activities, needs to create a good learning atmosphere, in order to provide a solid basisfor dynamic construction of teachers and students cognitive schema.