An Investigation On The Status Quo Of Cognitive Participation In Classroom Teaching Of Middle School Chinese

With the deepening of the concept of "student-oriented",the participation of students in the classroom has been paid more and more attention by the researchers.The degree of participation of students in the classroom is closely related to the efficiency of the classroom and the learning effect of the students.This paper takes the "students 'cognitive participation" as the breakthrough point,and through the combing of the related literature and the characteristics of the Chinese subject,the conceptual definition of the students' cognitive participation in the middle school Chinese classroom teaching process is established.The students 'emphasis on mechanical memory and the application of knowledge are poor.In the deep-level strategy,students' reflection and conclusion are weak.In terms of dependence,students are more dependent and weak in independence.This paper analyzes the influencing factors of Chinese cognitive participation and draws the conclusion:1.In the process of language learning,girls adopt deeper strategies than boys.2.There are significant differences in the different strategies of the different grades,and the seventh grade students have the best cognitive participation.3.The gap between key schools and ordinary schools is caused by deep-level strategies.4.There are significant differences in deep-level strategies and dependence strategies among students in different regions.5.Student achievement gap is mainly caused by deep-level strategy and dependence strategy.On the basis of research status and research influencing factors,the corresponding improvement strategies are put forward.From the perspective of teachers to improve teaching strategies,from the perspective of students to learn to improve strategies.