Discourse serves as a medium through which speakers (or writers) express their stance, affect and intentions, that is, subjectivity. Subjectivity in discourse is omnipresent, meaning that it manifests whenever discourse is generated. Nevertheless, current research lacks a thorough exploration of discourse subjectivity (DS) and its particular cognitive connotations. A framework for analysing the cognitive connotations of DS from the philosophic perspective was constructed to delve deeper into the cognitive aspects of DS. This approach utilised qualitative research and conceptual analysis methods. (...) Using this framework, the cognitive connotations of DS were meticulously examined from two perspectives: speakers’ self-ascription to objective events and speakers’ concern over the ‘self’ of the hearers (or readers). The findings reveal that: (1) the constructed framework facilitates a comprehensive analysis of the cognitive connotations of DS, uncovering the inherent links among discourse, speakers, hearers, context and subjectivity; (2) speakers’ self-ascription to objective events encompasses their stance, affect and intentions; (3) speakers’ concern over the hearers’ ‘self’ specifically includes the hearers’ self-image, cognitive state and social identity. This study provides a framework and perspective for further research into DS and discourse analysis, offering insights for exploring subjective phenomena in discourse more deeply. (shrink)

This article evaluates learners’ thinking in the complex environment of teaching level and cognitive construct process and examines learners within the framework of cognitive factors, as well as the degree of consistency in the training process, in the social practice as the teaching of teachers and students to provide timely and dynamic feedback, first of all to “evidence centered” education evaluation of design patterns and cognitive framework theory as the theoretical basis. An evaluation model based on learners’ cognitive network analysis (...) is designed and constructed by integrating cognitive visualization analysis techniques such as network analysis. Secondly, at the beginning of action research, the teaching framework structure sequence is established under the guidance of the implementation model of flipped classroom, and the investigation results of the current situation are designed under the guidance of operational steps and organizational strategies, and categories and autonomous learning theories are divided, so as to preliminarily construct strategies to improve the ability of autonomous learning. Then through three rounds of iterative action research to improve the flip classroom teaching middle school students’ autonomous learning ability of teaching strategy, the interview method is used; the questionnaire and autonomous learning process to improve the students’ autonomous learning ability training effect evaluation questionnaire is analyzed, and finally a complete set of reverse ascending of classroom teaching is formed to improve students’ autonomous learning ability of effective classroom strategies. (shrink)