A Study On The Activities Of Chinese Unit In Senior High School From The Cognitive Process Dimension

The senior high school Chinese textbooks edited by the education ministry focuses on unit integration and advocates the cultivation of students' core literacy in comprehensive Chinese practice activities.Therefore,the design of unit activities by teachers is particularly important.The unit activity design is a concept put forward from the teacher's perspective.The teacher designs the unit activity,and the subject of the activity is still the student.The unit activity essentially belongs to the category of the student's learning activity.While the current teaching focuses more on students' explicit behavioral activities.Bloom's cognitive process dimension can clearly present learners' internal psychological recognition though the description of learning explicit behaviors.Using Bloom's cognitive theory to guide the overall design of the unit,students' cognitive level of development is used as the basis for developing their language skills and language literacy in practical language activities.Based on Bloom's cognitive theory,the article analyzes the cognitive process of the learning tasks of literary reading and writing units,helps teachers understand the different cognitive processes that students develop when participating in language learning activities,and to provide suggestions for teachers to integrate the unit and design more fine-grained and specific learning activities.At the same time,the article uses three common types of language practice activities to guide the design of unit activities,and applies Bloom's cognitive theory to the design of unit activities guided by language practice activities to develop students' cognitive levels in high school language unit activities.The paper is innovative in that it uses Bloom's cognitive theory to analyze the unit learning tasks of the senior high school Chinese textbooks,and explicitly lists the cognitive level required of students for the unit activities of literature reading and writing.The comparison reveals that the unit learning tasks are happen to agree with part of Bloom's cognitive processes,and that the unit learning tasks do not fully guide students to develop their cognitive level.Based on the above,the activity design for the missing Bloom's cognitive processes in the unit learning tasks helps teachers to re-examine the changes in students' internal cognitive processes caused by the language activities and change the previous way of activity design which only observed students' external learning behaviors.