A Study Of Junior Middle School Chinese Reading Teaching From The Perspective Of Cognitive Interaction

As an important part of Chinese teaching,reading teaching plays an importantrole.Since the new curriculum reform,Chinese reading teaching has stepped over the barriers of traditional teaching mode to a great extent,and started to explore new teaching methods and achieved great success.However,we cannot ignore the problems such as the formalization of teaching methods,the simplification of cognitive modes,and the over-emphasis on teaching contents rather than thinking training,which lead to the low efficiency of students participation in class and the lack of development of their thinking flexibility and creativity.This paper will explore the application of cognitive mode interaction in junior high school Chinese reading teaching,which is of great significance for promoting the discipline of cognitive tool theory,making up for the single defect of cognitive mode in reading teaching,thus improving classroom teaching efficiency and promoting the implementation and promotion of Chinese core literacy concept.The interaction of cognitive modes is based on the theory of cognitive tools,which emphasizes the informal mutual transformation of various cognitive modes and is the product of the cooperation and coordination of various cognitive modes.As a new teaching form,cognitive interaction has the characteristics of transformation,flexibility,cooperation and pertinence.On the one hand,it can help students mobilize multiple senses of the body,so that they can creatively interpret the text under the synergistic effect of multiple senses,and improve the efficiency of Chinese reading teaching.On the other hand,it can also enable students to enhance the cognitive tension in the communication with the text,and obtain considerable development in thinking.Junior middle school is a critical period for students psychological development.They have made great progress in attention,memory,thinking and imagination,especially in thinking.Therefore,it is necessary to apply the cognitive mode interaction to the reading teaching in junior high school.The interaction of cognitive modes can not only arouse and stimulate students thinking potential of reading comprehension imperceptibly,but also help students traintheir thinking in the transformation of cognitive modes,and make their reading thinking develop in flexibility and creativity.In addition,the interaction of cognitive modes can also help students establish connections with relevant disciplines on the basis of understanding texts,so as to construct their own unique,three-dimensional and interpenetrating knowledge system while reading.The application of cognitive mode interaction in junior high school Chinese reading teaching needs to be carried out under certain guiding principles and strategies.That is to follow the three principles of relevance,understanding and appropriateness on the basis of the need for certain strategic guidance to be able to achieve its due value.This study proposes a number of application strategies from the stage of teaching design to the stage of teaching implementation,including grasping key problems,clarifying thinking direction,awakening life experience and creating blank areas.At the same time,combined with specific cases of reading teaching practice,the application effect and problems of cognitive mode interaction in teaching practice are summarized and reflected.This paper is only a preliminary exploration of the application of cognitive mode interaction in junior high school Chinese reading teaching,so it is not perfect.How to effectively combine the two and provide beneficial help for junior high school Chinese reading teaching is still worth further exploration by Chinese educators in practice.