Study On Chinese Extracurricular Reading Of Senior High-school Based On The Meta-cognition

In today's rapidly changing society,high school students in China,due to heavy homework,diverse courses and less time to read,have to have their eyesight confined to the narrow world of several Chinese textbooks,which leads to the “Shallow Reading” and “Debris Reading” after class.Further,to meet the requirement of quality education and the criteria for Chinese course in high school,how to read effectively has become an important issue that everyone pays attention to.So,we can say that reading has become a way of life now.Meta-cognition,as a highly effective learning strategy,has been applied in the language acquisition and the second language acquisition research,and also in the reading teaching of Chinese course and other disciplines,which is growing theoretically mature.However,fewer researchers have used it in extracurricular reading so far,especially in high school Chinese extracurricular reading.So,it is obvious that the combination of meta-cognition with high school Chinese extracurricular reading is now almost a virgin land where it is less cultivated.In the questionnaire survey on the study of meta-cognitive strategies in high school Chinese extracurricular reading,it is found that high school students' efficiency in extracurricular reading is apparently low,with a serious lack of reading strategy,without forming stable reading habits.So,it is necessary to strengthen their self-reading consciousness,improve their reading efficiency and cultivate their meta-reading ability.What's more,high school teachers and their students use it in a certain way when reading,and it is suitable for them.Meta-cognitive strategies applied in high school Chinese extracurricular reading could help cultivate and train high school students to consciously plan,monitor,adjust and evaluate their reading activities.The meta-cognitive planning in extracurricular reading is composed of the cognition of the reader knowing oneself,reading object,reading books and reading strategies;meta-cognitive monitoring in extracurricular reading requires students to know about what non-intellectual factors would affect their after-class reading,to carry out active and autonomous monitoring and regulation and to take remedial measures to continue their reading if necessary;meta-cognitive evaluating in extracurricular reading diversifies the valuators,ways of valuation,and perspectives of estimation,which demands that Chinese teachersshould believe their students with a great potential and appraise them in a more authentic way;the meta-cognitive experiencing in extracurricular reading refers to that students,having gone through the meta-cognitive planning,monitoring and evaluating,would have a rich emotional experience,so that they will naturally form a habit of independent meta-reading consciousness and competence.To put it in another way,it is the macroscopic co-ordination of the above three meta-cognitive strategies.Meta-cognitive strategy is a set of learning strategies with a theoretically complete system that allows students to learn how to read effectively and construct their own extracurricular reading systems so that they do not read a book superficially any more.