Research On Classroom Humor In Chinese Reading Teaching In Middle School

Reading teaching is an important part of middle school Chinese classroom,which determines the quality of Chinese teaching to a great extent.In the past two decades since the curriculum reform,Chinese reading teaching design has made many new discoveries and achievements.However,the phenomenon of students’ lack of interest in reading caused by the boring and mechanical teaching mode is still the main threat faced by reading teaching at present.In the process of observing the teaching cases of Chinese reading in middle school,the author often finds that the laughter generated in the dialogue between teachers and students can promote the creation of a relaxed atmosphere in the classroom,splash the spark of wisdom and reach a warm resonance,and this laughter originates from humor.Moreover,various teaching and research experiences show that humor is one of the sharp tools to deal with this threat.Therefore,this thesis attempts to explore classroom humor,hoping to open up a new dimension of text interpretation and instructional design,and bring a vibrant change to the upper design of reading teaching.In order to improve the quality of reading teaching in a more scientific way,this thesis establishes the coordinate of humor in the research quadrant of cognitive development science,and establishes the description framework of humor in cognitive tool theory.In the first chapter,through the in-depth study of Kieran Egan’s cognitive tool theory,the author finds that humor can be understood as a meaning understanding system that can trigger laughter based on the continuous expansion of humorous language symbols.When students participate in learning,they mainly mobilize five cognitive modes,namely body cognition,myth cognition,Romance cognition,philosophy cognition In allegorical cognition,humor can be used by teachers as a cognitive adjustment tool to promote students to achieve a high level of internalization of text experience with a relaxed and flexible attitude.In addition,the author also found that humor cognitive tools also have a vertical development process with the upgrading of students’ cognitive style,and integrated the research results of Kieran Egan and mark fitt to clearly and intuitively present the vertical development system of humor cognitive tools in the form of tables.If we want humor to effectively dispel the haze in the middle school Chinese reading teaching classroom,we should not only study the theory,but also bring humor from the palace of theory to the classroom,so that it can obtain the power to guide practice in vivid conversation.In the second chapter,combined with the experience summary of many middle school Chinese teachers,the author transforms the abstract theory into 15 classroom humor methods that can be operated directly,helps teachers organically integrate it into their own teaching design,and lays a surprise and warm foreshadowing for the active atmosphere of the classroom and the in-depth dialogue around the text in advance.The process of introducing methods into the classroom is not simple and mechanical,nor can it be achieved overnight.Therefore,in the third chapter,the author further puts forward more specific teaching strategies by showing front-line teachers and their own practical cases.If teachers want to show humor in class,they must cultivate the temperament of tolerance and optimism in their daily life.In teaching design,teachers need to deliberately evaluate students’ cognitive development level and build the cognitive experience framework contained in the text.On this basis,they need to consider how to use humor to represent the content of the text,so as to effectively use humor to build a bridge between students’ cognition and the meaning of the text.Of course,humor also develops with classroom interaction.Teachers should timely pay attention to students’ dynamics and give witty feedback,so as to capture life inspiration,enhance the agility of classroom communication,grasp the use of discretion,pay attention to the true record of humorous fragments,maximize the cognitive function of humor,stimulate students’ emotion and activate students’ thinking,Constantly improve students’ psychological flexibility.