A Study Of English Reading Activities Design In Junior High School Based On Bloom’s Taxonomy Of Educational Objectives In Cognitive Domain

English reading is one of the most important ways to promote the development of students’ cognitive thinking,and the reading activity designed by teachers is the basis of reading teaching.Therefore,the design of English reading activity determines teachers’ effect of cultivating students’ cognitive thinking ability.Junior English teachers have some problems in the design of reading activities,especially in the positioning of the cognitive thinking objectives to be achieved by reading activities,for example,the cognitive education objectives to be achieved by reading activities are not clear enough or ignored.The influence of these problems on the teaching of reading and the development of students’ cognitive thinking should not be underestimated.Although there are many researches on English reading activities by scholars at home and abroad,most of them are based on the theory of multiple intelligences,core literacy,text interpretation perspective,etc.,and the research on the design of English reading activities based on the classification of Bloom’s taxonomy of educational objectives in cognitive domain is still in a blank state.Based on the background and status of this research,this paper proposes the following three research questions: what is the distribution of junior English reading activities at all cognitive levels? What problems are there in teachers’ design of junior English reading activities to improve students’ cognitive thinking? What are the strategies to improve the training of students’ cognitive thinking?Based on the three research questions,this paper applied Bloom’s taxonomy of educational objectives in cognitive domain to analyze five English teachers’ English reading activities,and use Excel spreadsheets to classify statistics,a total of 15 reading lesson,nearly two hundred reading activities.Content analysis was used to classify each reading activity into its cognitive level,and the corresponding bar chart,pie chart and line chart were obtained by using Excel.After obtaining and analyzing the data through content analysis;enumerating the calendar;classroom observation and teachers interview;three problems are found in teachers’ design of reading activities: the reading activities cannot fully train students’ cognitive thinking at all levels;the reading activities emphasize the training of low-level cognitive thinking;and the reading activities are not progressive.These problems affect the efficiency of English reading teaching and the development of students’ cognitive thinking.It is urgent to solve these problems so that the design of English reading activities is more scientific and reasonable,and students’ cognitive thinking is better developed.Therefore,in view of the problems existing in teachers’ reading teaching activities,author constructs the strategies of enriching the theoretical knowledge of Bloom’s taxonomy of educational objectives in cognitive domain,creatively using the reading activities in the textbook and collectively preparing the reading lesson to improve the design of teachers’ reading activities and promote the development of students’ cognitive thinking.