Metacognition In The Teaching Of High School Writing

The　process　of　composition　is　a　very　special　psychological　category,　which　is　the　process　of　coordinated　activity　of　teaching　and　learning　participated　in　by　both　teachers　and　students　working　around　the　center　of　composition.　The　present　composition　teaching　in　high　school　which　is　aimed　at　the　teacher's　teaching　process　rather　than　the　student's　psychological　process　has　driven　the　composition　teaching　into　a　predicament.　Therefore,　to　enhance　the　efficiency　of　high　school　composition　teaching,　to　make　the　students　know　how　to　write,　the　students'　composition　psychology　should　be　studied　and　the　students　should　be　taught　to　use　composition　strategies　solve　the　problems　they　come　across.　In　the　process　of　the　development　of　the　composition　strategies,　the　teachers　are　supposed　to　put　the　theory　of　metacognition　into　application　and　elicit　the　students'　self-instruction　and　self-monitoring　over　the　process　of　their　composition　and　the　development　of　their　composition　ability.　The　theory　of　metacognition　was　firstly　proposed　by　American　psychologist　Flavell　in　the　1970s.　He　hypothesized　that　metacognition,　possessed　by　every　individual　person,　is　the　cognition　and　monitoring　of　one's　own　thinking　activity　and　learning　activity.　The　core　of　cognition　is　the　cognition　of　cognition.　This　thesis　paper　focuses　on　the　analysis　of　the　educational　function　of　metacognition　and　its　importance　for　high　school　composition　eduation　which　is　connected　with　the　current　situation　and　the　practice　of　the　composition　teaching　in　high　school　on　the　basis　of　the　interpretation　of　the　concept　cognition,　its　components,　characters,　nature　proposed　by　psychologists　home　and　abroad.　This　paper　also　discusses　the　value　of　the　application　of　metacognition　in　high　school　composition　teaching　and　highlights　the　practical　exploration　of　metacognition　education　in　composition　teaching.　The　cultivation　of　the　students'　metacognitive　ability　will　make　the　students　develop　their　own　composition　strategies　on　the　basis　of　their　good　writing　habit.　The　application　of　the　theory　will　not　only　promote　the　efficiency　of　composition　teaching,　but　also　enable　the　students　to　learn　how　to　learn　so　as　to　meet　the　need　of　current　teaching　reform.