Driving Pathways of Student Cognitive Engagement in Senior High School English Reading Instruction
DOI:
https://doi.org/10.63313/IJSSEH.9049Keywords:
Senior High School English, Reading Instruction, Cognitive EngagementAbstract
To address the issue of superficial information extraction and insufficient cognitive depth in traditional reading classrooms, this study examines the determinants and driving pathways of student cognitive engagement. The analysis reveals that cognitive engagement is a dynamic, collaborative outcome of external contexts and internal psychological mechanisms. Accordingly, this study constructs a classroom driving pathway: utilizing high-cognitive tasks as the starting point to ignite deep thinking; leveraging classroom environments as channels to sustain inquiry behaviors; and deploying psychological mechanisms as valves to internalize engagement. Reading instruction must integrate tasks, environments, and psychological resources to transform external designs into endogenous higher-order thinking behaviors.
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