A Study Of Junior Middle School Language Metacognitive Reading Strategy

Teaching students to how to learn, to the study of education idea of students has become a mainstream education all over the world. Our country compulsory education Chinese course standard (2011version) clearly put forward actively advocating autonomy, cooperation, explore ways of learning. This topic in junior middle school language reading teaching as the research object, draw lessons from domestic and foreign research of metacognitive strategy in reading teaching, adopt the method of combination of questionnaire and case interview, explore the problems related to metacognitive reading strategies.In the summarization and analysis of the existing research materials, on the basis of this thesis explores significance of metacognitive strategies in junior middle school language reading teaching, useing the questionnaire survey, get of metacognitive strategy in Chinese reading teaching present situation, through the understanding of the status, metacognitive strategy is put forward in the teaching of Chinese reading implementation suggestion.Mainly:1.the connotation of metacognitive strategy, from the perspective of the definition, first of all, from the connotation of metacognitive strategy related meta-cognitive, makes a brief discussion, clarify meta-cognitive strategy and metacognition; The second is focus on the connotation of metacognitive strategy, including the definition of metacognitive strategy, structure and characteristics of metacognitive strategy.2. the significance of metacognitive reading strategies in junior middle school reading teaching, based on the existing research results, metacognitive strategy is put forward for the significance of reading teaching mainly includes training students independent reading ability, change the status of teachers and students in the reading teaching and promote the development of thinking quality three meanings.3.metacognitive reading strategies in junior middle school reading teaching present situation investigation, for which a secondary, compiled a set of questionnaires.4.the analysis of the investigation, according to the collected data, the status made a concrete analysis, and points out that the metacognitive reading strategies in the problems that exist in the reading teaching.5.the implementation of the junior middle school Chinese metacognitive reading strategies teaching Suggestions, including teachers in the classroom demonstration teaching, guide students to use metacognitive strategy of autonomous reading methods and how to effectively use of metacognitive strategies teaching in reading teaching.After discussed the implementation suggestion to in-class lectures during the period of investigation example class purple wisteria falls as the object, the evaluation and analysis.Paper research is based on the compulsory education Chinese course standard (2011) advocated by the autonomy, cooperation, explore the concept of learning style as the research motivation, combined with the psychology of metacognitive strategy research, to apply metacognitive strategies in reading teaching, find a can not only improve the efficiency of reading teaching but also the path of cultivating students’ reading ability. Is the use of metacognitive strategy, need training for a long time, so in this study to collect first-hand information, on the basis of the teaching Suggestions, is the need for teachers in teaching medium and long-term training. By training the students’ metacognitive reading strategies, development of the students’ independent reading ability, change students’ learning styles.