A Study On The Application Of Cognitive Structure Transfer Theory In Chinese Reading Teaching In Junior Middle School

The State Council's "Guiding Opinions on the Reform of the General Office of the State Council on Promoting the Education of Ordinary High Schools in the New Era" states that 2020 will continue to expand the scope of examinations and maximize the reading level of all students.Wen Rumin,director of the Language Education Research Institute of Peking University and editor of Chinese textbooks,also said that non-readers will be eliminated by the college entrance examination.The new textbook reform implemented in 2019 also puts forward higher requirements for students' reading ability.It can be seen that the reform of teaching materials and education methods in high schools aims to improve students 'reading speed,broaden students' reading horizons,increase students 'reading volume,and enhance students' reading ability.The teaching of Chinese reading in junior high school plays a key role in the transition of students 'Chinese reading learning.It can not only consolidate students' knowledge of Chinese reading in primary schools but also pave the way for Chinese reading learning in high schools.Transfer originally originated from a word in the category of foreign psychology.Its original concept came from Sandek,and it refers to the influence of one learning on another.Although Ausubel's theory of cognitive structure transfer belongs to the category of psychology,it has a non-negligible influence on subject teaching and plays an important role in the teaching of Chinese subjects.The author believes that applying the theory of cognitive structure transfer to the teaching of Chinese reading in junior high schools,the cognitive structure of students should be constructed through the learning of textbooks,and the cognitive structure transfer should be carried out on this basis.On the basis of constructing the cognitive structure,appropriate and effective teaching strategies,such as advance organizers,are adopted to consolidate and strengthen the students 'cognitive structure variables,so as to promote students' learning transfer and thus achieve the goal of junior middle school Chinese reading teaching.This article is divided into five parts to elaborate:The introduction introduces the origin of the topic,the purpose and significance of the research,the research ideas and methods,and a review of relevant research at home and abroad.The second part discusses the transfer theory and the teaching of Chinese reading in junior high school.From the perspective of cognitive structure transfer theory,the requirements of Chinese reading teaching in junior high school and the connotation of Chinese reading teaching in junior high school applying cognitive transfer theory are put forward.The third part is based on the requirements of the "Guiding Opinions on Promoting the Reform of Educating Methods in Ordinary High Schools" and "Compulsory Education Chinese Curriculum Standards",from the perspective of teachers and students on the current cognitive structure transfer theory in junior middle school Chinese reading Investigate the application status in teaching.The fourth part is based on quality education and curriculum standards.Based on the analysis of surveys and classroom observations,it summarizes the current problems in the seventh grade Chinese reading teaching from the aspects of teacher teaching and student learning,and proposes causes The reason for the problem.The fifth part is based on the positive significance of the "Compulsory Education Chinese Curriculum Standards" and the theory of cognitive structure transfer in the teaching of Chinese reading in junior high school.The investigation results and the causes of the problems in the fourth part are proposed from teachers and students.Implementation strategies for teaching and learning.The application of cognitive structure transfer theory in Chinese reading teaching in junior high school can not only enrich the related theoretical research on cognitive structure transfer,broaden the application field of cognitive structure transfer theory,improve the current problems in reading teaching and improve the quality of junior middle school Chinese teaching And teaching effect.At the same time,it can promote teachers 'lifelong learning,help teachers correctly grasp the orientation of Chinese course standards,set correct teaching goals,change traditional teaching methods and stimulate students' cognitive driving force,effectively increase students 'reading volume and increase students' reading speed,Cultivating students' reading ability,as well as improving students' language learning ability and expanding students' vision have important significance and value.