Research On The Systematic Design Of Cognitive Framework For Middle School Chinese Reading Teaching

Since the new curriculum reform,Chinese reading teaching in China's middle schools has largely gotten rid of the extensive mechanical and one-way indoctrination teaching methods under the traditional education model,and various new and effective teaching methods have been introduced into the classroom.Scaffolding teaching,as an advanced teaching method,is favored by the majority of educators,which provides more possibilities for middle school reading teaching design and promotes the effective development of students' thinking and cognition.However,with the widespread popularity of scaffolding teaching methods,there are many problems that cannot be ignored.In the reading teaching class,the pattern,the formalized bracket design is widespread,these bracket design is often the same,lack of innovation,or superficial,lack of thinking content.At the same time,from the perspective of the whole class,there are still problems of single plane and scattered confusion in the design of the scaffold.In such a class,it is difficult for students to see the three-dimensional real text in the flat teaching scaffold,and it is also difficult to harvest the effective development of thinking and cognition in the scattered or even chaotic cognitive scaffold.Based on various disadvantages,this paper tries to discover the value of the systematic design of cognitive scaffolds,discusses the design strategy of cognitive scaffolds in middle school reading teaching from a systematic perspective,and tests it through teaching practice,hoping to find an effective way to solve the problem.The direct theoretical basis of systematic design of cognitive scaffolding is the theory of zone of proximal development.Meanwhile,cognitive tool theory and constructivism learning theory are also the theoretical sources of systematic design of cognitive scaffolding.The systematic design of cognitive scaffolds emphasizes getting out of the limitation of single scaffolds and enhancing the correlation between learning content and knowledge through systematic design of scaffolds,so as to enhance the shock degree of students' emotional experience.Meanwhile,it can also trigger the chain reaction of students' cognition and thinking,and help students to form an analogical way of thinking.This is the value of the systematic design of cognitive framework in the middle school reading teaching.There are certain design principles and strategies for the systematic design of Chinese cognitive framework in middle schools.To design the cognitive scaffold system,we should pay attention to the advanced construction of cognitive scaffold,focus on the three-dimensional construction of cognitive scaffold,and enhance the interactive design of cognitive scaffold.Only by adhering to the three principles of designing cognitive scaffold system can the value of systematic design be brought into full play.Based on the above design principles,the author puts forward the strategies for the systematic design of cognitive scaffolding according to the classification methods of reading teaching of Chinese in middle schools,reading teaching of group texts and reading teaching of the whole book.For the reading teaching of a single text,how to make students form a meticulous understanding and experience of a single text is the key problem in teaching.Therefore,designing a multi-angle,multi-level and multi-type cognitive scaffold system can deepen and refine students' cognition and experience in the scaffold system.Group text reading teaching is different from single text reading teaching.Group text reading teaching is based on the intertextuality theory,and the connection between texts cannot be ignored.Therefore,it is an effective strategy to design a common thinking frame for group text design,a horizontal comparison system for topic design and a smooth task group chain.The whole book reading teaching should consider how to mobilize students' interest in reading in the limited classroom,and make students form a three-dimensional and profound understanding of the whole book.Choose different fragments,view the threedimensional text,but also can use the evaluation language,related to the teaching level.The effectiveness of the systematic design strategy of cognitive scaffolds was tested by the author's own practical cases.Through the single-article reading teaching of "return to the garden · one" and the group reading teaching of "Sushi and red cliff",the author believes that the systematic design of cognitive scaffold has unique advantages in improving the teaching efficiency.In limited class hours,the cognitive scaffold system can provide students with broader thinking space,more cognitive perspectives,more flexible thinking paths and more profound emotional experience.But it is important to note that,first of all,the cognitive stent system needs to be designed closely to the text;Secondly,the design of cognitive scaffold system must be based on learning situation.Finally,the systematic design of cognitive scaffolds requires a balance between tightness and relaxation.Of course,the value of any instructional design strategy lies in whether it can better guide the teaching practice,and how to make the systematic design of cognitive scaffolding play a role in the teaching of Chinese reading needs more practical exploration by Chinese teachers.