Based On The Metacognitive Strategies Of High School Chinese Reading Ability

Twenty-first Century is an emphasis on lifelong learning and learning society,reading is the foundation of people learning,reading ability is a basic skill to master,but there still remain in the reading teaching content knowledge, cognitive level, and ignore the cultivation of students' autonomous planning and regulation of meta cognitive level,and this society needs talents can not adapt. Metacognition is an import,ant cognitive processing mode, and its level is directly related to the reading ability of students.Although some of the research at home and abroad, but there is still a gap between the teaching theory and practice, so the research on metacognitive strategies not only enriches the related theories, but also is of great significance to the teaching of reading.Based on this, the author in the secondary school language curriculum standards as the basis and combined with the current situation of middle school students' reading proficiency and metacognitive strategy level, based on reading theory, meta cognitive theory and reading teaching on the construction of metacognitive strategies in reading teaching mode based on actively explore how to use metacognitive strategies in reading teaching is effective and effective reading, this pattern not only provide teachers with guiding students, also make students produce metacognitive experience and supervise their reading activities in the reading process, and ultimately help them to learn to study and reading, improve reading teaching quality and students' reading ability.