An Experimental Study Of Reading Metacognitive Strategy Training For Junior Middle School Students

In the current reading research, the importance of metacognition has been broadly approved by many reading researches. A great number of foreign reading projects involve reading metacognitive strategy training, which remarkably improve students' reading comprehensive abilities. But the experimental training study is seldom done in China in this field. Our research wants to find a way to improve junior middle school students' reading comprehensive abilities through reading metacognitive strategy training.This research uses a training program of reading metacognitive strategy edited by ourselves to train junior middle school students in grade 2 from an ordinary school and a key school in Changsha. The experimental training time is about 13 weeks and one hour per week.The results:1. After the reading metacognitive strategy training, junior middle school students make an obvious improvement in reading comprehensive abilities.2. The effect of the experimental training in ordinary school is much more obvious than that in key school.The author discusses the effect and the mode of training in details according to the results of the research.The author insists that reading metacognitive strategy training can improve students' reading comprehensive abilities. Metacognitive strategy training in junior middle school has practical meaning.