The Metacognition In Chinese Reading Of Minority Students Major In Chinese Language

The relative theories of metacognition were firstly introduced in this paper, which consists of the definition, constitution of matacognition and the difference between metacognition and cognition. The theory of matacognition and metacognition in the reading of minority students were combined through the explanation of metacognition in reading. This paper mainly investigated the metacognitive situations in Chinese reading of minority students who majored in Chinese language. Through the analysis of the investigation, we drew conclusions as follow:1. there is strong correlation between minority students'reading level and their metacognitive ability, while the overall level of 04 year's subjects correlated with their scores got in reading. Among the three factors of metacognition, there is significant correlation between the knowledge of metacognition and the students'reading scores. There is significant correlation between the overall metacognitive level of 05'subjects and their reading comprehension. Among the three factors of metacognition, there is an extremely strong correlation between the knowledge of metacognition and the students'reading comprehension. There is no significant correlation between the overall metacognitive levels of 06'subjects, and also no significant correlation was found between the 3 factors of metacognition and their scores in reading.2. The overall features of the minority students who majored in Chinese language are : there is no significant difference among the overall metacognitive levels of 3 groups. Concerning the knowledge of metacognition, there is no significant difference between the students of 04 year's and 05 year's; while significant difference was found between 05 year's and 06 year's students. In the perspective of implementation of metacognition, no significant difference was found within each group in different grade. As for the monitor of metacognition, there is significant difference among the 3 grades, there is no significant difference between the students of 04 year's and 05 year's ,and the same result got between 05 year's students and 06 year's students, while for 04 year's students and 06 year's students there is significant difference between them.3. Certain discrepancy existed among the students come from each grade, the overall level of the overall metacognitive level is unbalanced.In the perspective of metacognitive knowledge, big difference existed in the master of strategy knowledge; concerning the monitor of metacognition, big discrepancy existed in making plan; there is certain difference in the overall metacognitive ability level of 05 year's students. As for the knowledge of metacognition, there is much difference in cognitive knowledge. As for the monitor of metacognition, the overall level of adjusting the monitor is relatively balanced. There is still some difference in making plan, checking the results and the measure of making up. There is certain difference in the overall metacognitive ability level of 06 year's students. Concerning the metacognitive knowledge, the task of relative material is limited in come extent, and big discrepancy existed between cognitive knowledge and strategy knowledge; as for the monitor of metaconition, the real controlled level is relatively balanced, and differences were found in other 3 perspectives. Based on the investigation, interview and observation made, the author analyzed the current metacognitive situation in reading of minority students who majored in Chinese language, and several suggestions were given to Chinese reading teaching of minority students at the end of this paper.