Breakthrough of Classical Chinese Teaching in Junior Middle School from the Perspective of Situational Cognition

Take Journey to the Feast of the Western Mountains as an Example

DOI

10.2991/aebmr.k.220404.061How to use a DOI?

Keywords

Educational Psychology; Constructivism; Situated Cognition; Classical Chinese; Teacher-student roles

Abstract

As a new teaching theory, situational cognition theory can well integrate situational teaching into the classroom, thus deriving higher quality Chinese classrooms. This study aims to explore the existing dilemmas in the teaching classroom, analyze the relationship between middle school students’ cognition and learning, and use the learning situation to make breakthroughs in the “The zone of proximal development”, so as to find an effective way to stimulate students’ learning motivation and help students better understand the learning activities of Chinese. The result shows that the traditional teaching method is commonly used in junior high school Chinese teaching. In today’s Chinese classroom, teachers pay more attention to students’ test-oriented skills, aiming to let students master the knowledge needed for the exam, rather than comprehensively improving students’ Chinese literacy. Combining situational cognitive theory with the psychology of middle school students and applying it to the classroom will be beneficial to help students learn by finding a foothold for practical application.

Copyright

© 2022 The Authors. Published by Atlantis Press International B.V.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

Download article (PDF)

TY  - CONF
AU  - Jiayi Wang
PY  - 2022
DA  - 2022/04/18
TI  - Breakthrough of Classical Chinese Teaching in Junior Middle School from the Perspective of Situational Cognition
BT  - Proceedings of the 2022 International Conference on Creative Industry and Knowledge Economy (CIKE 2022)
PB  - Atlantis Press
SP  - 325
EP  - 330
SN  - 2352-5428
UR  - https://doi.org/10.2991/aebmr.k.220404.061
DO  - 10.2991/aebmr.k.220404.061
ID  - Wang2022
ER  -