The Study On The Use Of The Metacognitive Strategies In Teaching Senior High School Composition

This article is the study on the feasibility of using the metacognitive strategies in teaching senior high school composition on the base of the research into the current situation.The study has adopted the information retrieval method, investigation and study method, case study method and action study method, known basic situation of the teachers and students using the composition strategies, learn from the study achievements on the metacognitive strategies from home and abroad, point out the necessity of the use of the metacognitive strategies in teaching senior high school composition .This article mainly expatiated on the detailed practice and exploration in developing the metacognitive ability in teaching senior high school composition. I made an experiment on the two classes taught by myself. Firstly, I get them to learn the theory, to have a better recognition of the theory. By emphasizing the importance of the metacogition in the composition teaching, I develop the students' awareness of the metacognition, and have them master the correct metacognitive knowledge. Secondly, in the detailed composition training, such as conception and correction, I strengthen the students' metacognitive strategies, enrich the students' metacognition experience, and implement the metacognition monitoring. After the activity of "evaluating and correcting the compotion with each other ", which lasts for a term, through the quantitative analysis and qualitative analysis, I find that the students' composition attitude has greatly changed, and their writing abilities have much improved. I draw the conclusion that the osmosis of the metacognitive strategies in teaching composition can efficiently improve the students ' composition ability. Lastly, I made a summary of the study and analyse the future goals.