The Teaching Thinking Activity Research In Cognitive Science Perspective

With the promulgation of Compendium of Curriculum Reform of Fundamental Education(trial),the new curriculum reform started all over the country.The implementation of the new curriculum reform which put the "everything is done for the student's development" as the new curriculum's core ideal,attaches great importance to the students' interest and experience,emphasizes the students' active learning attitude,promotes the active participation of students to explore and pays attention to student life and social contact.In terms of the practice,If teachers can mobilize students' active thinking,directly related to the students' real understanding of the text,truly understand the author intention and then affect the efficiency of reading class.This study attempts to explore whether teachers pay attention to students' thinking and how to mobilize students' thinking development in cognitive science perspective so as to promote cognitive science guide thinking activity.Researchers take the middle school Chinese reading class for example,observe the classroom teaching carefully and make Interviews with three teachers and students.Researchers choosethe structural framework of thinking activity between teachers and students to begin the research in middle school Chinese reading class,in particular,including “purpose of thinking” “material of thinking " “process of thinking” “thinking quality" "non-intelligence factors" and “thinking of self-monitoring”.Through two months,the researcher found that,on the whole,the teacher still generally follow the teaching epistemology of mind-body dualism,and most teachers use the traditional concept of cognitive science to guide their teaching behavior.Teachers still emphasize students' acceptance rather than understanding,students just passively serving as the container of knowledge,mechanical memory phenomenon is still wide spread.In the classroom the dominant knowledge visualization is highlighted.Students' bodies are suppressed,excluded and even disregard,students subjectivity can not be guaranteed,deviating from the concept of new curriculum reform.For this situation,the researcher suggest that giving priority to the cognitive theory to guide the middle school language classroom reform,seeking to traditional cognitive science theory and the embodied cognition theory of the fusion of the two.Specifically,namely Change the phenomenon of attaching great importance to the knowledge in the classroom and ignoring students' active thinking way of teaching,change the concept of depressing the students,ignoring the body,liberate the student' body,to freedom the student body,to mobilize students' various senses;organizing teachers to learn the embodied cognition theory;strengthing the support of school leadership,play the embodied cognition theory guidance for classroomteaching.