Chapter I influence

CHAPTER I INFLUENCE OF COGNITIVE PSYCHOLOGY ON TEACHING IN ENGLISH TEACHING

1. 
   Cognitive English teaching method
   

In the cognitive English teaching, it is required to conduct in-depth practice and learning on the basis of the mastering of language rules and the understanding of language, take students as the center of English teaching, and correct and analyze the wrong understanding. As cognitive psychology is roughly the same with the cognitive thinking and is an expression way of cognitive psychology thinking, it is mainly embodied in the following contents in the practical English teaching:
(1) it pays more attention to the role of behavior in the human cognitive structure;
(2) the structure of English language can be mastered and understood by analyzing English vocabulary, pronunciation and grammar and it is allowed to develop in the situational development by using the language competence. The language practice can be conducted by using the sentence structure;
(3) in the cognition of English psychology theory, the significance of learning activity is highlighted.
In English teaching, the narrative teaching is generally divided into three stages. The first stage is the classical student teaching, in which the literary structure and theory are mainly studied;
the second stage is the post-classical narrative teaching, in which the teaching practice factors are situational; the third stage is the cross-medium and narrative theorization, in which the multiple developing disciplines are integrated. The narrative development refers to a process of the cognition of a thing, which is the understanding of natural occurrence of the thing, but the teaching method combining the English teaching and narrative teaching includes several teaching concepts and teaching thoughts: (1) it is the narration of the whole English teaching process, which manifests the English classroom situation in a narrative way. Students’ listening, speaking, memory and expression abilities are improved and their learning initiative is driven by making them participate in the narrative teaching. (2) It is the enhancement, supplement and perfection of multiple English teaching methods. (3) Narrative English teaching is mainly to present the teaching behavior between students and teacher and English and conduct narrative management and monitoring of knowledge and information.
In English teaching, the use of modern education psychology theory in the English teaching is the main goal of building the socialist teaching method. The construction of socialist English includes the following contents: (1) students can acquire English knowledge and skills; (2) students can interact with the society and better cooperate with others; (3) cognitive theory imposes great influences on the whole learning process of students, including students’ learning environment, content. The knowledge construction also decides students’ learning. In the teaching process, the guidance of experience can create a good learning atmosphere and environment for students.
From the perspective of cognitive psychology, the situational models of some materials in the textbook are presented to the students in a procedure way and students are required to pay attention to the features of different situations selectively, which can not only make them better perceive and understand the textbook, but also pay more attention to students’ situational features, that is, process the emphasized symbol information. In the cognitive learning theory, the best way is to let students experience, feel and practice in the realistic society if they want to build the essential significance of knowledge learned because students can obtain the learning experiences directly through the practical application in the real life, get more learning experiences through constant practice and better absorb and master and deeply understand the knowledge obtained through practice. The educational effects are not obvious if students simply listen to the teacher’s explanation of experience. For teaching, this research is to make students actively build the knowledge structure in their mind, rather than memorize what the teacher teachers mechanically so as to establish better teaching strategy and promote the teaching development.
It can be seen from the basic principles of cognitive psychology that the information processing needs the concept driving in addition to data driving. Contemporary American psychologists think students’ learning is mainly to accept learning and the acquisition of new knowledge mainly depends on the interaction of old knowledge and concept in the current structure and the addition of new knowledge to the original cognitive structure. Cognitive structure is directly added to the interaction with the new knowledge, which does not only decide whether the new learning ability is produced, but also ensure the migration of new knowledge in the new environment. In the learning process, there are mainly two learning methods: one is the comprehension learning method and the other is the mechanical learning method, that is, cognitive learning. This kind of learning method can effectively understand the association between learning rules and learning concept of knowledge learned. From the perspective of psychology, the comprehension learning method is a more effective learning method, which can make students master the relevant knowledge learned firmly.
In the teaching process, the cognitive method is different due to the difference of individuals, which can be divided into two classes: field independence and field dependence. People, with field independent cognitive method, will take the reference information as the processing basis in the process of cognitive activity. This kind of person is independent and can reorganize the provided information in case of internal needs or situational needs, that is, reorganize the symbolic imagery and perceptual imagery, to make it consistent with the current task. People, with field dependent cognitive method, will take external reference as the basis for information processing in the cognitive process, that is, see what the symbolic imagery is. This kind of person is of poor self-concept and the learning effect of English course will reduce obviously in case of negative reinforcement.
The educational learning of students is mainly to make students flexibly apply the knowledge learned in the new situation. It is found by research that the learning with certain meaning is based on the existing learning. In the meaningful learning process, the features of original cognitive structure is the main factors that affect the learning. For example, in English teaching, the teacher should take the situational features of textbook as the key points, create teaching situations by using some more intuitive teaching methods and teaching tools and provide perceptual experiences. The creation of teaching situations can not only effectively improve students’ learning interest and make the whole teaching process more communicative and situational, but also create a good English teaching environment for students, improve students’ English use and enhance the English teaching effects and process so as to improve the English teaching quality. In addition, it can make students have the cognitive basis of mastering the concept.