I am deeply impressed by Professor Zheng Xinmin’s professional lecture—The problems and solutions of online teaching for English reading. What impresses me most is the interpretation of teachers’ cognition, which I have never thought of before. Fortunately, Professor Zheng guided us in time and stimulated me to think about this concept. Teachers’ cognition means what the teacher knows, thinks and does. Obviously, teachers’ cognition has a great influence on students’ reading competence.

1. Clarify teachers’ responsibility: to teach in order not to teach.

First of all, a teacher should clarify his responsibility and belief. At  the beginning, of course the teacher should give explicit instruction and modeling of how to read, for example, leading the students to know about the setting, plot, purpose and so on. After a period, the teacher should give guided instruction. At this time, students need to participate in all kinds of ways. Gradually, they will be able to collaborate with each other. Finally, the purpose of teaching is to realize students’ independent practice. Thus, we have achieved our goal. Meanwhile, the students have improved their reading competence.

2. Focus on the reading text no matter what methods and skills we use.

No matter what reading methods and skills we teach students to use, we ought to guide them to focus on the reading text. It is of great importance to do the text interpretation so that students can have a better understanding of the text, which will help them develop their critical thinking and evaluating ability. Above all, reading helps to establish career or professional development. As a result, it is also the teacher’s duty to enhance his own cognition and try to improve his own specialized knowledge and professional literacy. Only in this way can we help the students to understand the text better and improve their synthetic abilities.

3. Read in order to write better.

Just as Francis Bacon says: Reading makes a full man; conference a ready man; and writing an exact man. Therefore, writing may contribute to making people "exact" or "precise" in their actions. After reading, it is significant for students to do writing activities which will help them understand what they read better and improve their abilities a lot. That is to say, they not only need input, but also should have output. They can learn to pay attention to details and other people through different kinds of writing activities. So as teachers, we should enhance our cognition ability again to provide and design various writing activities for students to participate.

In conclusion, from now on, we should never stop reading and learning ourselves. Only when we enhance our cognition can we improve students’ reading competence and fulfill our mission— reading makes a full man!