Teaching Design Of Chinese Reading In Junior Middle School Based On Cognitive Structure Theory

The advanced concepts contained in the theory of cognitive structure are in line with the current hope of reading teaching.By combining with the actual situation of Chinese reading teaching in junior middle schools,improving and perfecting the Countermeasures for the problems in reading teaching are important ways to achieve the goal of improving and perfecting the teaching system of Chinese reading in Junior middle schools.In the process of the development and perfection of cognitive structure theory,many psychologists have tried to use the term from different perspectives,thus making the concept have different meanings.By systematically sorting out the development process of cognitive structure theory,sorting out the representative research results at various stages of development,further understanding of this theory,and on this basis,exploring the Enlightenment of cognitive structure theory to junior high school reading teaching.It is necessary to have a clear understanding of the current situation of Chinese reading teaching in junior high school to carry out research on Chinese reading.Through the study of the current situation of teaching,we find that many reading classes are not pure,the development space of reading is severely squeezed,the guiding role of teachers is not obvious,and the status of students in the classroom is not prominent,leading to serious problems in reading teaching.Through the investigation of the current situation of teaching,we can find out the reasons for the present situation,not only for teachers,but also for students,which provides data support and reference basis for the following research on reading teaching design.Teaching objectives,teaching methods,teaching process design and teaching evaluation are all important parts of reading teaching.Thedesign of reading teaching objectives should combine three-dimensional objectives and pay attention to operability.Proficiency in reading teaching methods can stimulate students' interest in reading.However,no matter how good the goals and methods are,they all depend on the teaching process.Evaluation plays a sublimating role in a class and further stimulates students' interest in reading.As an advanced educational concept,there are still some problems in the application of this educational concept to teaching practice.There are inevitably some misunderstandings.In order to give full play to the effectiveness of cognitive structure theory,teaching misunderstandings must be changed,which requires educators to apply cognitive structure in teaching practice.The application of Chinese reading teaching in junior middle school has a correct understanding.