Strategies And Methods To Develop Metacognitive Ability Of Junior Middle School Students In Chinese Learning

Since new curriculum reforms, the three-dimensional target has become the important guiding of the educational and educating reforms. The so-called three-dimensional target points to an ABC and basic skill , process and method , emotion attitude and outlook on values. However, I have noted that the learning process is not taken seriously. When the student enters junior middle school, the content of Chinese subject was increased geometrically. Judging from the current situation of Chinese teaching and of students learning: On the one hand, examination-oriented education still existed; On the other hand, the Chinese literacy of the students still needs to be improved. To change this status, basically we can address the problem by enhancing the Metacognitive ability of the students,update teaching idea, change teaching behavior, reform in teaching practice, and deepening the development of quality education. Therefore, The main body of this article is emphasized having carried out investigation and discussion from several the following aspect:1. The subject's background, definition, current status and significance of the research,and its value. 2. To describe the relationship between development of metacognitive ability and the self-delelopment of the students. 3. Make an investigation and analysis to the status of the development of metacognitive ability of junior middle school students in Chinese learning. 4. Proposes some strategies and methods to develop metacognitive ability of junior middle school students in Chinese learning. They can be explained from three aspects: enhancing the teachers'sense of self-reflection, enhancing the students'sense of self-reflection and exercises of developing students' metacognitive ability,and construct Relative instructional models, Pays great attention to teacher's reconsidering, better methods and experience are seeked in practice for creativity and so on five aspects carry on the elaboration.5. Finally carries on research summary reconsidering...