Analysis Of Practice System In Junior High School English Textbook From Perspective Of Cognitive Process Dimension

The practice system is an important component in second language teaching textbooks.The quality of the practice system in a textbook has a direct impact on the quality of classroom teaching(Lv,1993:24).Besides,the thinking skills in the core competencies of English subject propose the requirements for students’ cognitive thinking.Therefore,it is extremely important to understand and reasonably use the cognitive traits of existing textbooks to develop students’ thinking skills.Based on the revised Bloom’s Taxonomy of Educational Objectives and theories of textbook analysis,the study has analyzed the practice system of New Standard English Textbooks(2013)of the junior high school published by Foreign Language Teaching and Research Press from the perspective of cognitive process dimension by using the corpora-based approach,context analysis,questionnaire,and interview.The research contents are as follows: the cognitive characteristics of the practice system in the textbooks,the use of the practice system,and the relationship between cognitive characteristics of the practice system and cognitive development of current junior high school students.The aim is to help the teacher better understand the practice system of the textbook and design the classroom activities well,and attempt to provide some valuable suggestions on the design of the practice system of the textbook.The author mainly draws the following conclusions through analyzing: 1.The distribution of the cognitive level of the practice system in the textbook is irregular,which focuses on training students’ lower-order cognitive levels,especially the levels of understanding and application.Besides,the exercises at higher-order cognitive levels are far lower than those at lower-order cognitive levels,especially the evaluation and creation exercises.From the perspective of exercise types,the cognitive requirements of the listening and speaking exercises in the entire practice system are higher than that of reading,writing,and grammar and vocabulary exercises.In addition,the five types of exercises have fixed patterns,lacking diversity and interestingness.2.From the use situation of the practice system,students generally believe that the types of exercises need to be improved,and students in higher grades are more interested in the exercises training higher-order cognitive levels.Besides,the majority of teachers often integrate the exercises in the textbook according to the teaching objectives,learning needs of students,and teaching arrangement in the classroom.3.The higher-order cognitive levels in the practice system of the textbook can hardly satisfy the development of cognitive needs of senior students with the growth of grades.Referencing the above conclusions,the following suggestions are put forward: 1.When using the practice system of textbooks,teachers should consider both the teaching objectives and the learning needs.Besides,it is necessary to pay attention to cultivate students’ evaluation capacity in the classroom.The author also provides some referenced formative evaluation standards.2.The design of the practice system of textbooks needs to meet the needs of each grade junior high school student,be concerned in developing the students’ higher-level cognitive ability,and increase the diversity and interest of exercises.To be specific,it is recommended to add online interactive elements in the practice system of the textbook,for instance,AI dialogue,and add a rich set of pre-class guidance and after-class consolidation workbooks outside the practice system.