"Four Points Breakthrough" Teaching Paradigm Interest Innovation Cognitive Research

At this stage,the promotion and development of students' core literacy is an important goal of China's basic education.As the saying goes,interest is the most a good teacher,the improvement and development of the core literacy of students is inseparable from the teaching of teachers and the learning of students.Teaching and learning are inseparable from the support of interest.There is a correlation between interest and understanding,and most of them are positively correlated.This relationship is mainly manifested in: interest precedes cognition and acts on cognition;individual's cognitive effect on things is determined by his interest in things,and conversely,his cognition of things affects his things.The interest will also lead to deepening interest and generating new interest.The breakthrough of interest points in the "four-point breakthrough" teaching paradigm is the most important arrangement.Two important innovations have been made,namely,the "interest" has been redefined and divided.Based on this analysis,the literature is analyzed.The law and theoretical analysis demonstrate the interest innovation of the "four-point breakthrough" teaching paradigm,confirming the scientific definition of the redefinition and division of interest.From the connection between various theories and the "four-point breakthrough" teaching paradigm interest innovation,the rationale of the "four-point breakthrough" teaching paradigm interest is perfected.The "four-point breakthrough" teaching paradigm emphasizes that interest comes from the ontology,which is derived from the systematic,hierarchical,and developmental relationship between knowledge in the process of knowledge cognition.Therefore,the interest here is the integration of cognition and emotion;Knowledge is divided into different interests,associated interests,and derivative interests in different sources,goals,and formation mechanisms of different stages of classroom teaching.It also interprets the understanding of the "four-point breakthrough teaching paradigm" interest innovation,and expounds the significance of the "four-point breakthrough" teaching paradigm interest innovation.The main research results of this research:First,the definition of "four-point breakthrough" teaching paradigm interest is upgraded from practical experience to theoretical level.The theoretical basis of pedagogy and psychology is used to prove that the "four-point breakthrough" teaching paradigm is scientific and reliable.The theoretical basis of the system.Provide theoretical guidance for front-line teachers in applying the “four-point breakthrough” teaching paradigm interest to lead teaching.Promote the growth of teachers' professional skills in an all-round way,promote teachers to explore interest from the essence of the discipline,stimulate interest,and raise interest to the level of students' cognition and emotion,so that students' literacy training can be implemented.Secondly,to understand the division of interest in the "four-point breakthrough" teaching paradigm,the "four-point breakthrough" teaching paradigm emphasizes that interest comes from the ontology of knowledge,and the interest is divided into different sources of interest,target orientation,and formation mechanism in the classroom teaching process.In the introduction stage,the starting point of the teaching breakthrough is the original interest,the companion interest in the difficulty of the knowledge breakthrough in the class,and the derivative interest in the breakthrough of the learning development point in the class.From the aspects of education and psychology,we can understand the division of interest in the "four-point breakthrough" teaching paradigm,so as to promote the "four-point breakthrough" teaching paradigm,and to divide the interest of the first-line teachers with the "four-point breakthrough" teaching paradigm.The design is based on an efficient classroom led by interest.