Study And Practice On The Junior Composition Teaching Based On Metacognition Theory

Metacognition literally means cognition about cognition, including self-consciousness, self-control, and self-regulation in the cognitive activities. It involves an ability of consciously using metacognitive knowledge which is composed of the knowledge about metacognition, experience of metacognition, and regulation of metacognition. Metacognition plays a huge role in the students' learning process. The study shows that improving the metacognitive ability can improve the composition capability for students.A scale concerning the survey on the metacognition ability of the junior high school students is made in this study based on the metacognition theory, Flower and Hayes' s process model of writing, and the realities of the junior students' writing situation. It is demonstrated from the scale that a reasonably high correlation is obtained between the metacognition ability and the composition level for the junior high school students. In addition, the composition level is significantly correlated with the components of the metacognition theory.A junior composition teaching model applying the metacognition theory is proposed according to the analysis results of the scale. The teaching model results show that by developing the writing metacognition ability which includes three factors, i.e., the knowledge of writing metacognition, the experience of writing metacognition and the regulation of writing metacognition, the composition level can be improved for the junior high school students. Furthermore, it is found that, cultivating the knowledge of writing metacognition provides the foundation for improving the writing metacognition ability, enriching the experience of writing metacognition motivates the junior high school students to develop the writing metacognition ability, and enhancing the regulation of writing metacognition is very critical to improve the writing metacognition ability for the junior high school students.Using the novel teaching model proposed in this thesis as a guide, the study on junior composition teaching in which the subjects include the experimental group and the control group is performed. Compared with the control group where the conventional teaching method is applied, the experimental group uses the novel teaching model. The study shows that the junior composition teaching model based on the metacognition theory do have the potential to improve the writing ability for the junior high school students. The cultivation of the writing metacognition plays a significant role in the improvement of the writing metacognition ability and hence the development of the composition level for the junior high school students.