A Pedagogical Study on English Cloze Test Items in the Junior High School Entrance Examination
Based on Gestalt Theory
DOI:
https://doi.org/10.6918/IJOSSER.202507_8(7).0028Keywords:
Gestalt theory, cloze test, junior high school English, teaching strategies, discourse integration.Abstract
Gestalt theory emphasizes holistic thinking and structural cognition, suggesting analyzing complex systems via the dynamic relationship between the whole and its components. This research uses English Cloze Test Items in the Fujian Junior High School Academic Proficiency Examination (2020-2024) as analysis subjects, exploring through “theoretical alignment” and “practical strategies”. “Theoretical alignment” focuses on the internal connections between the core principles of Gestalt theory and the design logic of cloze test questions. It clarifies how these questions evaluate students’ holistic language perception through discourse coherence, vocabulary integration, etc. Practical strategies use examples to propose combined teaching strategies. This approach enables students to overcome the constraints of isolated problem-solving and boosts their ability to form a comprehensive text representation. This study provides both a theoretical basis and practical perspectives for optimizing English cloze tests in the Junior High School Entrance Examination framework and innovating teaching methods. Furthermore, it holds significant potential for cultivating students’ structured thinking and comprehensive language application skills.
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