| Learning to learn is the basis of academic performance and efficiency, one of the important tasks of the current education reform is how to let the students "learning to learn". Meta-cognitive strategy as the core part of the learning strategy, it is a key to students to master the skills of learning to learn.Meta-cognitive strategy refers to learners' use of meta-cognitive knowledge (including the knowledge of personal characteristics and learning strategies and learning activities) to consciously control their own thinking and cognitive activity. This control includes the plan of the implementation of thinking and cognitive activity, monitoring, feedback and adjustment, make the learning methods and learning process more reasonable and effective.This study based on the concept and structure of meta-cognitive strategy. Using the Mongolian and Chinese language middle school students as the research object, the purpose is to develop the questionnaire to survey students' meta-cognitive strategy level, and to explore Mongolian teaching and Chinese teaching of middle school students' meta-cognitive strategy level features.In this study, collecting relevant literature and meta-cognitive strategy questionnaire, using the interview method, half open questionnaire survey methods to form a meta-cognitive strategy questionnaire factors, through expert group evaluation and modify repeatedly, form the preliminary survey questionnaire. There are eight areas of sampling in Inner Mongolia, a total of 1245 effective questionnaires were collected, using SPSS19.0 and AMOS17.0 software for data descriptive statistics and project the data analysis and exploring factor analysis and correlation analysis and validation factor analysis and regression analysis and reliability analysis and validity test, etc. finally, to explore the development characteristics of meta-cognitive strategy of middle school students. This research conclusion is:1. The middle school students' meta-cognitive strategy questionnaire contains four dimensions:"Knowledge monitoring regulation,Method using monitoring regulation,Attention dynamic monitoring regulation,Planning measures".A total of 18 titles.Questionnaire using Likert5 scoring method. Questionnaire of the Cronbach alpha coefficient is 0.880, and a half reliability is 0.881.2. The study shows that, the middle school students meta-cognitive strategy questionnaire has reliability and validity is good, can be used as an effective tool of middle and high school students meta-cognitive strategy level.3. There is no gender difference in meta-cognitive strategy of Chinese language teaching middle school students. On the "Attention dynamic monitoring adjustment strategy", the girls are significantly higher than the boys. There is no significant difference between adjacent grades in junior and high school. Grade one students' meta-cognitive strategy use level is higher than the grade three.4. For the students with Mongolian teaching,the girls'meta-cognitive strategy used level is significantly higher than boys,mainly displays in three aspects: "Knowledge monitoring adjustment, Attention dynamic monitoring regulation, Planning measures".Seventh grade students' meta-cognitive strategy used is significantly higher than the eighth grade;There is no significant difference between adjacent grades in high school;High school grade one students meta-cognitive strategy use is significantly higher than high school grade three. |
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