The Characteristics And Intervention Of Metcognition Of Pupils’ Chinese Reading In Grade3-5

Effective reading is the key for people to recognize the world. However, in primary school’sChinese-reading class, teachers have been teaching and students have been listening so far, whichphenomena causes students just accept the teachers’ and the reference’s keys passively. As a result, lackingof the accumulation experience of perceptual cognition, students can’t grasp the soul of the literatureeffectively.Based on meta-cognitive psychology, this article has drawn up a Chinese reading meta-cognitivequestionnaire for primary school students about Grade3-5by analyzing the literature and interviewingteachers and students. In fact, the questionnaire has good metrology indicators. Furthermore, according totheir characteristics, the article has discussed the meta-cognitive characteristics of Grade3-5primaryschool students with the questionnaire and has done an intervention training on Chinese-readingmeta-cognition.The conclusions of the two researches are as follows:Firstly, as a multi-layer and mental structure, Meta-cognition Questionnare of Chinese-readingfor students of Grade3-5in primary school can be divided into three dimensionalities, that is,meta-cognition information, meta-cognition experience and meta-cognition supervision. Meta-cognitionsupervision includes plan, supervision, evaluation and regulation that with the whole reading process. Thequestionnaire can be fit for the tool to Chinese-reading meta-cognition.Secondly, there has a significant grade difference of primary school students from Grade3toGrade5.and there is a clear level difference on the meta-cognition supervision.Thirdly, between the male and female students’ Chinese-reading meta-cognition levels of Grade3-5in primary school, there has a significant difference, and female student’s meta-cognition level issignificantly higher than male students’.Fourthly, the training of Chinese-reading meta-cognition is helpful to improvement of primaryschools students of Grade3-5and the meta-cognition supervision, and there is a significance deference onthe meta-cognition supervision. So the intervene of Chinese reading metacognition is valid.The last, there has a inseparable intrinsic among the reading meta-cognition, the reading understanding and the Chinese subject score. The training of Chinese-reading meta-cognition is able toimprove student’s reading understanding achievement. When the level of students’ reading meta-cognitionraised, the reading understanding achievement also improved.