A Study Of Cognitive Conflicts In Middle School Chinese Reading Teaching

Chinese is a required class for basic education, but reading instruction is at the core of Chinese education. The effects of reading education largely depends on the degree of mobilizing the students’ positive thinking. The psychological cognitive conflict is one mode of a thinking activity. Without the learning process of cognitive conflict, students cannot have a profound experience with the knowledge they have acquired and can easily forget it. Instead, presupposing the learning process of cognitive conflict not only helps encourage students’ motivation of learning but also helps develop students’ thinking ability during the process of resolving the cognitive conflict.This article defines "cognitive conflict" in the context of reading education, classifies three reasons of the formation of "cognitive conflict" based on the readers’ physiological difference and elaborates the necessity of "cognitive conflict" in reading education from several theories’ perspectives. In particular, this article states the function of Chinese readers’ thinking. Moreover, this article explores how to design, induce, and resolve these conflicts. In addition, this article mentions the "cognitive conflict" design based on the Chinese reading education at Middle schools. Overall, this article demonstrates the reasonableness of some proposed arguments by case analysis.Presenting the "cognitive conflict" in the Chinese reading education is the key to training students’ thinking ability and improving students’ reading skills. During the reading education, instructors often need to find the "cognitive conflict" to lead students into critical thought, and also explore the students’ implicit "cognitive conflict" when necessary.