On The Development Of Metacognition Ability Of Middle School Students In Chinese Reading Teaching

Modern society requires that students have the ability to study initiatively. But at present the situation that most students in middle school have lost their self-consciousness, read passively, and lacked self-reflection upsets all the teachers who work hard at the Chinese language education field.American children psychologist Flavell put forward the concept "meta-cognition" in 1976 that is "reflect" or "regulates" any aspects of knowledge in cognitive activities, or cognitive activity. It's the cognition of "cognition" itself. Cognition consists of meta-cognitive knowledge, meta-cognitive experience and meta-cognitive monitoring. Reflecting on students' present reading status quo, we can easily find that, how low is their meta-cognitive aptitude, which is resulted from outer objective factors and subjective factors of the students. Meanwhile there is a revolution in Chinese teaching. With the dissemination of meta-congnitive theory.In this paper, great emphasis is put on the methods of how to develop students' met cognitive ability in reading: 1. Enrich students' knowledge on metacognition; 2.Present effective comprehension model of monitoring ;3.Help the students make out reading aim and reading plan;4.Tensify students' metacognitve experience;5.Strengthen students' met cognitive monitoring;6.Give special direction to special problem;7.Feedback and communication.The assessment of metacognitive aptitude is a foundamental step in teaching program. This article briefly introduces the assessment method, mainly concluding self-report and homework assessment.The meta-cognitive theory from cognitive psychology can fully develop of (the self-reflection and self- monitor consciousness), The teaching of Chinese reading in senior high is great propelled as well, and it has great effect on upgrading teaching quality in Chinese reading of Senior School.