The Impact Of Classroom Teaching Rituals On Cognitive Control

Teaching is a process of information transmission.Teachers present knowledge information,and students receive,understand and store it.Cognitive control,as a psychological component of information processing,is manifested in the teaching of students focusing on specific information and restraining interfering information in the face of a large amount of information.The double cognitive theory divides cognitive control into active control and reactive control.Previous studies have found that physiological,cognitive,non-cognitive emotions and other factors can make individuals adopt different cognitive control methods.The theory of embodied cognition holds that cognition is the cognition of specific body,and the interaction between physical activity and the environment is the formation process of cognition;classroom teaching ritual is a repetitive and prescriptive behavior in classroom teaching.The appearance of classroom teaching ritual in the teaching process reflects the participation of physical activity in cognition,and the characteristics of classroom teaching ritual make it show specific types.Classroom teaching rituals can be divided into active and passive classroom teaching rituals based on students' motivation.How will different classroom teaching rituals affect cognitive control tasks when they are initiated by classroom teaching rituals? At the same time,the amount of information presented in teaching,students need different cognitive resources in processing.Through operating cognitive load,does classroom teaching ritual have the same effect on cognitive control under high and low cognitive load?In the first study,an open questionnaire was used to investigate classroom teaching rituals.Classification analysis was used to classify classroom teaching rituals into two types: active and passive.The most typical behaviors of the two types of classroom teaching rituals,namely "raising hands" and "backwards your hands on back",were analyzed by using frequency coding.Study 2 explores the influence of classroom teaching rituals on initiative controland reaction control through the AX-CPT task of Experiment 1 and embedding the typical classroom teaching rituals provided by study 1.The results showed that the reaction time of BX sequence decreased and that of AY sequence increased under the condition of active ritual,and subjects tended to control actively.Under the condition of passive ritual,the reaction time of AY sequence decreased,and the difference between BX sequence and AX sequence was not significant,so that subjects did not tend to control actively.Study 3 examined the effect of cognitive load on cognitive control in classroom teaching rituals through experiments 2 and 3.Both experiments used active and reactive vocabulary judgment tasks.Experiment 2 examined the differences of cognitive control under high and low cognitive load levels.Experiment 3 added classroom ritual operation to investigate the effects of classroom ritual on cognitive control under different cognitive load levels.The results showed that the response time of active vocabulary judgment is significantly lower than that of reactive vocabulary judgment under the condition of active classroom teaching ritual at low cognitive load level,and that of reactive vocabulary judgment is lower than that of active vocabulary judgment under the condition of passive classroom teaching ritual.At the high cognitive load level,the two types of classroom teaching rituals had no effect on vocabulary judgment response time.