An Analysis On The Setting Of English Reading Exercise Based On Cognitive Process Dimension In Senior High School

The new curriculum standards require teachers to focus on developing students' multiple thinking,in order to improve students' English learning and using ability.Developing students' reading ability is one of the ways to improve their English learning and using ability.In the limited classroom time,the main position for developing students' reading ability is the reading chapter and supporting reading exercises in the textbook.The textbook writers will examine the students' cognitive ability by reading the exercises when writing the textbooks.If the teacher can fully understand the teaching materials,study the intent of the editors to design each exercise,and understand the students' cognitive level according to exercises;in combination with the students' academic situation and the limited teaching time to explain the reading exercises,teachers can gradually develop students' cognitive ability to read and develop students' diverse thinking.In response to this problem,this study uses the revised cognitive process dimension of Bloom' s educational goal classification theory as the standard,and recognizes the process dimension of the 188 reading exercises in the Comprehending part of the compulsory textbook of “Practical High School Curriculum Standard Experimental Textbook English”.It is expected to solve the following problems: What are the characteristics of the reading practice setting of PEP Version of NSEFC from the cognitive process dimension analysis?This study uses the revised cognitive process dimension of Bloom' s educational goal classification theory as the standard,and classifies the exercises according to the cognitive process dimension.Then use the enumeration traversal method to count the date;and then use Excel to sort the data and display the data in tabular and histograms.Through the analysis of the PEP English compulsory textbook reading exercises,there are following founds:a.The setting of reading exercises is multi-level,gradually developing from primary cognition to advanced cognition,and presents the characteristics from easy to difficult.Reading exercises present an examination of the level of memory,understanding,application,analysis,evaluation,and creation,and pay attention to primary cognition in the reading exercises of Book1 and Book2,for example,understanding cognitive and application cognition.With the deepening of English learning,Book3 exercises gradually pay attention to advanced cognition.The reading exercises of Book4 and Book5 gradually pay attention to the evaluation and creative cognition of advanced cognition.b.Reading exercises have a significant difference in the proportion of the six cognitive levels,especially the examination of understanding cognition,and the proportion of other cognitions is small.The percentage of primary cognitive examination is higher than that of advanced cognition.The examination of understanding cognition in primary cognition is the focus of the whole set of teaching materials,and the percentage of memory cognition and applied cognition is much lower than understanding cognition;and the overall study of advanced cognition is less.This study aims to analyze the characteristics of the set of cognitive reading process of the revised version of Bloom's educational goal classification theory.It is expected to help teachers and students to deeply understand the cognitive process dimensions of each reading exercise in the textbook,thereby improving the efficiency of teaching materials.