Investigation Research On Cognitive Participation Of Students In The Interaction Between Students’ In Junior High School Chinese Class

Student’s participation is a necessary condition for the interaction between students and students,and it is a prerequisite for the realization of students’ physical and mental development.However,in the process of communicating with a line of the language teacher found that although most of the Chinese teacher will multiply interactive link in the teaching design,but not necessarily achieve the ideal effect,part of teachers on students showed positive in the perspectives of behavior to determine their interaction effect,ignores students’ individual differences and development situation of inner cognitive,Therefore,it is urgent to study the level of students’ cognitive participation in the interaction between life and birth.At present,there are more studies focusing on "interaction between life and birth" or "cognitive participation",but few studies linking the two.Therefore,this study takes "the status quo of cognitive participation of students in the interaction between students and students in junior Middle school Chinese classroom" as the research question,and explores the existing problems of cognitive participation of students in the interaction between students and students through practical investigation.Based on the above research questions,this paper comprehensive analysis the learner interaction "and" student cognition participation "related literature,the cognitive education target classification theory measures student cognition participation level as the theoretical basis,combined with professor Kong Qiping students cognition participation questionnaire,design the junior middle school language classroom perspectives of the present situation of middle school students’ cognition participation questionnaire.Taking the seventh and eighth grade students from two junior middle schools in D City,L Province as the research objects,the whole sampling method and SPSS28.0 software are adopted to analyze the cognitive participation of the students in the interaction between birth and birth.The factors affecting the cognitive participation of the students in the interaction between birth and birth continue to be explored through interviews.Through investigation and research,it is found that the cognitive participation structure of middle school students in the interaction between students and students is not reasonable,students stay in the shallow level of cognitive participation is high frequency,stay in the deep level of cognitive participation is insufficient,and middle school students in the interaction between students and students are weak in the degree of dependence on teachers.Specifically,in the aspect of superficial cognitive participation,students pay more attention to mechanical memory and neglect the understanding and application of knowledge.In the aspect of deep cognitive participation,students’ ability of analysis and evaluation is high,but they do not reach the creative level.In terms of dependence,the degree of students’ dependence on teachers is weak.Based on the above situation,the research analyzes the perspectives of junior middle school language class to participate in the related influencing factors of middle school students cognition,gender,grade,students find the influence of factors on the perspectives of middle school students’ cognition participation is less obvious,but learning the influence of factors on the perspectives of middle school students’ cognition participation is obvious,especially the gap between birth and poor student learning eugenics,moderate,Specifically,in the aspect of shallow cognitive participation,the students with good grades and medium grades were active,while the students with poor grades were passive.In the aspect of deep cognitive participation,the excellent students and the medium students thought positively,while the poor students became a mere formality.In terms of dependence,the students with learning difficulties are more dependent on teachers than the excellent students and medium students.The reasons for the unreasonable cognitive participation structure of students’ interaction between life and birth are as follows: I students pay attention to mechanical memory and neglect the humanistic nature of Chinese;II Stay at the level of analysis and evaluation,it is difficult to achieve the level of creation.In view of the gap between students with learning difficulties and other students,the reasons for the low level cognitive participation of students with learning difficulties are analyzed as follows: I the lack of basic knowledge reserve limits the depth of their cognitive participation;II The cooperation task is difficult,which is not conducive to the divergence of students’ thinking;III From the traditional learning methods,resulting in serious psychological examination of students.The reasons for the low level of deep cognitive participation of students with learning difficulties are as follows: I fragmented knowledge learning,students lack the ability to integrate and summarize materials;II The hierarchical structure of the group,the lack of self-efficacy;III Authoritative teacher-student relationship is not conducive to the development of students’ creativity;The reason why students rely on teachers in learning is that students’ cooperative consciousness is relatively weak.The reasons for the unreasonable cognitive participation structure of students’ interaction between life and birth are as follows: I students pay attention to mechanical memory and neglect the humanistic nature of Chinese;II Encourage students to dare to express,promote the development of students’ creative ability.In view of the reasons for the gap between students with learning difficulties and other students,the suggestions to improve the shallow level cognitive participation of students with learning difficulties in the interaction between students with learning difficulties are put forward as follows: I guiding students’ comprehension memory and mastering basic knowledge;II Divide task levels reasonably to improve students’ interest in learning;III Pay attention to cultivating students’ comprehensive quality and reduce students’ test-taking psychology.Suggestions to improve students with learning difficulties in deep cognitive participation: I overall grasp of knowledge before and after linking,forming a complete knowledge system;II Optimize the internal hierarchical structure of the group to encourage students to question and dispel doubts;III Build a democratic and equal teacher-student relationship and create a relaxed classroom atmosphere;Finally,to reduce students’ dependence on teachers,cultivate students’ sense of cooperation.