As teachers, we should understand the objectives of the curriculum and explore ways and means to achieve these objectives. The general goal of the new English curriculum in senior high school is to make students further clarify the purpose of English learning and develop the ability of autonomous learning and cooperative learning on the basis of English learning in compulsory education. Form effective English learning strategies; Cultivate students' comprehensive language use ability. The formation of comprehensive language use ability is based on the comprehensive development of language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. The new curriculum standard puts forward the basic goals of foreign language teaching from five dimensions, namely, language knowledge goal, language skills goal, emotional attitude goal, learning strategy goal and cultural awareness goal. This paper tries to talk about how to realize the five-dimensional teaching goal of the new English curriculum standard in senior high school from the perspective of knowledge classification theory.
First, the main idea of cognitive psychology knowledge classification theory
1. declarative knowledge and procedural knowledge
According to modern cognitive psychology, generalized knowledge can be divided into two categories: declarative knowledge and procedural knowledge. The so-called declarative knowledge refers to the knowledge that individuals consciously extract clues and can directly state. This kind of knowledge answers the question of what the world is, and is generally obtained through memory. Its essence is that the input information forms a proposition network in the brain, which is characterized by propositions, images and linear sequences. Procedural knowledge is the knowledge about how to do things, and it is the knowledge of using concepts and rules to solve problems. Mainly solve the problem of how to do it. Its essence is composed of concepts and rules, and it is a process of applying concepts and rules to solve practical problems, which is manifested as a production system, such as "If …… then ……". Due to the different orientations of application concepts and rules, procedural knowledge can be divided into two subcategories. One is the procedural knowledge of using concepts and rules to deal with affairs, that is, processing and processing information, which is called wisdom skills; The other is the application of concepts and rules in internal control, that is, procedural knowledge to control their own information processing process, which is called cognitive strategy. It can be seen that the so-called generalized knowledge in cognitive psychology includes knowledge and skills, that is, declarative knowledge and procedural knowledge, which actually correspond to the knowledge and skills mentioned in traditional teaching in China.
2. Interpretation of knowledge acquisition process
Cognitive psychology regards the process of knowledge acquisition as the process of information processing. Anderson explained the acquisition process of declarative knowledge with the activation theory of information processing: the environment (including teachers and textbooks) presents new knowledge to students; Students transform perceived information symbols into representations of propositions; By activating diffusion, the new proposition activates the related propositions in the original proposition network; The new proposition and the activated original proposition are in working memory at the same time, resulting in network connection, and the new proposition is obtained or generated through the sorting process; All new propositions provided by the outside world are closely related to the activated original propositions and stored in long-term memory. In the acquisition stage of new knowledge, all knowledge is declarative.
Anderson believes that the acquisition of intellectual skills in procedural knowledge can be divided into two stages: one is that rules are incorporated into the propositional network of learners' original knowledge in the form of declarative knowledge; Then, in a series of exercises, by summarizing and distinguishing its applicable conditions, declarative knowledge is transformed into procedural knowledge of production representation. Anderson believes that in the process of acquiring and applying new knowledge, positive examples help to generalize and counterexamples help to distinguish, which is very important for transforming declarative knowledge into procedural knowledge.
As for the cognitive strategy in procedural knowledge, it is a skill of consciously self-regulating information processing activities, which is obtained by reflecting on certain information processing activities.
According to the explanation of modern cognitive psychology on the process of knowledge classification and knowledge acquisition, we can see that the learning of generalized knowledge mainly goes through three stages: acquisition, consolidation, application and transformation. In the acquisition stage of new knowledge, learners selectively accept new information under the guidance of learning objectives, and new knowledge and old knowledge are interrelated and interact logically and reasonably. If it is assimilated by the original knowledge structure, that is, new knowledge enters the original proposition network. The knowledge at this time belongs to declarative knowledge. After the acquisition of new knowledge, there are two development directions. After proper review and memory, some knowledge is further consolidated in the mind, and the original cognitive structure of learners is reorganized or reconstructed. The other part of knowledge is transformed into problem-solving skills through training, that is, into procedural knowledge. Variant training is an important form of procedural knowledge transformation from declarative form to procedural form.
Second, the guiding significance of knowledge classification theory to achieve the teaching objectives of the discipline
1. Realizing Five-dimensional Goals in declarative knowledge learning
The declarative knowledge that senior high school students should learn and master is the basic knowledge of English language, including pronunciation, vocabulary, grammar, function and topic. Knowledge is an organic part of language ability and an important basis for developing language skills. According to cognitive psychology, declarative knowledge learning generally adopts four strategies, namely, repetition strategy, arrangement strategy, organization strategy and generalization strategy. As new knowledge in the form of declarative knowledge, some learning difficulties lie in maintaining and some difficulties lie in understanding. For the former, we can keep it according to the rules of memory, such as retelling and reviewing. For the latter, we can deepen our understanding through "sorting strategy".
Taking vocabulary learning as an example, teachers can use "sorting strategy" to guide students' vocabulary learning. According to the learning theory of cognitive psychology, teachers can guide students to carry out the following strategic guidance on vocabulary:
(1) Attention. According to the theory of knowledge classification, knowledge learning begins with learners' attention. Attention refers to learners' goal-oriented activities, requiring students to discuss the meaning of sentences containing learning words and explain them in English.
(2) Non-contextualization. Separate the learning words from the sentence context of the original text, activate the original knowledge, recall all the words similar to the learning words, and then explain these words with English definitions, pointing out that the semantic similarities between words are mainly semantic differences; Ask to find phrases that form a collocation relationship with the words you have learned. In this way, a complete semantic field can be formed by taking the horizontal combination relationship (collocation) and vertical combination relationship (synonym) of learning words as semantic structures.
(3) Contextualization. Restore the analysis results, namely synonyms and their corresponding collocations, to the context, that is, create a meaningful and appropriate context, such as associating a scene closely related to one's life and study, so that these words and their collocations can be properly used. In this way, students can learn to use vocabulary, which is conducive to stimulating their interest in learning.
The above study can be discussed in groups, and each group needs a recorder to record and summarize. After the group study is finished within the specified time, each group sends representatives to report the learning results of the group to the whole class. In this way, students can develop their own learning strategies on the basis of mastering knowledge. At the same time, because learning adopts the mode of group cooperation and autonomous learning, it can stimulate students' interest in solving problems to a certain extent, make them have a positive emotional experience, and also enhance students' ability of autonomous learning and cooperative learning.
2. Achieve five-dimensional goals in procedural knowledge learning.
The procedural knowledge that senior high school students should learn and master is language skills, including listening, speaking, reading and writing skills and their comprehensive application ability. Listening and reading are skills of understanding, while speaking and writing are skills of expression. These four skills complement and promote each other in language learning and communication. Students should form comprehensive language application ability through a large number of specialized and comprehensive language practice activities, and lay the foundation for real language communication. The theory of knowledge classification holds that in the process of acquiring procedural knowledge, the learning of declarative knowledge is the means and the learning of procedural knowledge is the purpose. Practice is the only way to transform declarative knowledge into procedural knowledge, that is, knowledge into problem-solving skills. Because students can only form skills by constantly contacting and coping with learning tasks. Variant exercises play an important role in the transformation from declarative knowledge to procedural knowledge. Therefore, in the process of English listening, speaking, reading and writing teaching, teachers should create varieties to really improve students' language ability.
Take writing teaching as an example. The writing skills of the eighth grade (that is, graduating from high school) in the English Curriculum Standard for Full-time Compulsory Education (experimental draft) are as follows: (1) Being able to write a clear and well-structured essay, describing things or expressing opinions and attitudes; Can write a summary according to the text; Be able to achieve stylistic norms and fluent sentences in writing; Be able to write short articles or reports with information provided by words and charts. This goal requires students to change from simple language output to doing concrete things with language, express their articles with various words, sentences and styles according to their own experiences and feelings, and pay attention to the improvement of students' practical language application ability. Based on this, teachers should create writing variants on the basis of students' mastery of basic vocabulary and grammar, strengthen the guidance of students' writing strategies and promote the development of students' language use ability. In writing training, we can adopt the strategy of combining writing teaching with listening and speaking teaching and reading teaching. Writing ability is closely related to listening and speaking ability. Written language is developed from spoken language, which is the basis of written language.
Therefore, to improve students' writing ability, we must first improve students' oral expression ability. Practicing writing on the basis of listening and speaking can provide a certain source of content for writing. Specifically, the following measures can be taken: listen to the tape and complete the sentences. Retell the listening material and rewrite the dialogue. Reading and writing are inseparable. Reading is the basis of writing, the source of collecting composition materials, learning vocabulary and sentence patterns, and novel expressions. Through reading, students can enlarge their vocabulary, broaden their knowledge, master more writing skills, enhance their sense of language and promote the development of their thinking ability, thus storing a large amount of language information and laying a solid foundation for writing. Moreover, practicing with the text as a reference can make students follow it, reduce their fear of difficulties and increase their confidence.
From the training of the above writing strategies, we can see that in the process of writing, students' interest in learning can be stimulated through various forms of exercises, and in the link of combining reading with writing, the input of cross-cultural content can be strengthened to improve students' cultural awareness, thus promoting the improvement of their comprehensive language ability.
In short, in the new English curriculum standards, the realization of basic knowledge and basic skills goals can promote the realization of other three-dimensional goals, and the five-dimensional goals are interrelated and inseparable. In English teaching, teachers should pay attention to the strategic guidance of students' declarative knowledge and procedural knowledge learning. Only with effective strategic guidance can students be improved in five aspects.