The Effectiveness Of Metacognition Strategies On Logical Reasoning Ability Of Middle And High Grades Students In Primary School

Every country is exerting great effort to reschedule competitive strategy，so as topromote the quality of people via education, facing the rapid development botheconomically and socially all over the world.Education of children, who represent thefuture of the country, is an important guarantee to enhance national competitiveness.Childhood is the best stage for mental development, so as the best stage to accept newthings and new methods in education, and also a critical period to learn literacy skills.Previous studies suggest that logical reasoning ability, which is indispensable in math、science、 and problem solving, is an index to recognize cognitive development andintelligence. Children with learning problems are distinctively weak in logical reasoningability, compared with children of medium and better academic record. Metacognitivestrategy is a key factor to evaluate learning ability of children.Therefore, this study is aimed to adapt Logical Reasoning Ability and MetacognitionScale for Primary Schools， to assess metacognition differences of children after theyparticipate the intervention of metacognitive strategies, based on metacognition theoryproposed by Dong Qi. Besides, we developed a systematic “6s” Metacognitive TeachingStrategy（See、Speak、Structure、Strategy、Solution、Scan）, founded by metacognitivestrategies of Montague, focused on middle and higher graders in primary school who arelacking of logical reasoning ability. This Strategy uses several metacognitive strategies,such as self-instruction, self-questioning and self-monitoring, to help students acquirestrategy knowledge, guide their strategy execution, and adjust the use of strategy, thusimprove metacognitive learning ability and logical reasoning ability of children.The results are as follows:（1）Metacognition on Logical Reasoning Ability Scale of Primary Schools contains5principal factors, which are Feedback, Execution, Consciousness, Method and Plan. This scale has preferable reliability and validity, hence is a valid tool to assess metacognition formiddle and higher graders in primary school.（2）Middle and higher graders in primary schools get medium results ofmetacognition, while primary students show best performance in Execution factor,, theothers are Plan factor, Consciousness factor, Method factor, and Feedback Factor accordingtheir ranks.（3）Metacognition level of middle and higher graders in primary school reveals thedifference existence in aspects of grade, whether they had siblings or not, and attitudestoward education in parents.（4）Grade and had siblings or not has a significant interaction effect inmetacognition level of middle and higher graders in primary school.（5）Individual cases shows better score achievement in Raven Standard ProgressiveMatrices Test, after20times teaching of “6s” Metacognitive Teaching Strategy, along withgreater scores in Logical Reasoning Ability and Metacognition Scale for Primary Schools.Through parent interview, we find that children obtained enhancement after strategyteaching. Therefore,“6s” Metacognitive Teaching Strategy is an effective method toimprove logical reasoning ability for students in middle and higher grade in primaryschools.