Research On The Application Of Cognitive Psychology In The Improvement Of Primary School Chinese Reading Ability

To improve students’ reading ability is an important task in today’s society.The new Chinese curriculum standard also points out in the curriculum objective that"students should have the ability to read independently and learn to use a variety of reading methods.It can be seen that schools,teachers and parents should pay attention to the cultivation and promotion of students’ reading ability.Cognitive psychology advocates the view of a person as a system capable of processing information.The process of students’ reading is the process of cognitive processing in the brain.The researchers believe that the theoretical research results of cognitive psychology can be applied to the teaching of students’ Chinese reading,which can improve the teaching level of reading qualitatively and improve students’ reading ability.This study,based on cognitive psychology perspective,through the elementary Chinese reading from eight cognitive attribute,namely,word decoding ability,coherent understanding ability,information extraction,information inference ability,ability to form schemata,content analysis,content generalization ability,the measurement data obtained from the text appreciation ability to examine their reading ability,The purpose is to put forward effective strategies on the basis of understanding and mastering primary school students’ Chinese reading ability.In this study,the students in grade two,four and six of a primary school in Xining City were studied by means of tests and questionnaires.After data sorting and analysis,the following research results were obtained.The results show that :(1)Primary school students have the best word-decoding ability in Chinese reading,while the reading ability of form diagram is weak.(2)There is no significant gender difference in the cognitive ability of the 8 attributes of Chinese reading among primary school students,but the grade difference is significant.Each cognitive ability in different stages with the grade increased significantly.(3)There are significant differences in the cognitive ability of the 8 attributes of Chinese reading among primary school students in Chinese learning performance.Students with better cognitive ability will have better Chinese learning performance.(4)Primary school students’ Chinese reading ability is related to reading interest,family income and close relationship with their mothers.Students’ Chinese reading ability is the result of the joint action of school,teachers,parents and students themselves.Based on this,using the research results,characteristics and laws,the following suggestions and strategies are proposed:(1)From the perspective of students: pay attention to the development level and cognitive characteristics of primary school students.Schools,teachers and parents should make concerted efforts to promote and improve pupils’ Chinese reading ability.(2)Starting from the grade development characteristics of each reading cognitive ability: teachers should accurately grasp the characteristics of primary school students’ cognitive ability and grade development in the teaching process,and give correct guidance to students based on this.We will improve primary school students’ Chinese reading ability and strengthen the foundation of national reading literacy.