Metacognition Theory Is Applied To The Research Of Chinese Reading Teaching In Junior High School

Chinese classroom teaching activities in junior high schools in my country have always emphasized the status of reading teaching and its positive role in improving students' Chinese quality,and it is recognized that the overall teaching quality of Chinese teachers must be determined by the quality of reading teaching.Therefore,improving the weight and efficiency of reading teaching in the integrated junior high school Chinese teaching process and enhancing students' reading literacy have become the top priority for scholars to explore junior high school Chinese teaching.Since "metacognitive psychology" became the focus of the public in the 1980 s,the steps to improve junior high school students' Chinese reading ability and classroom reading efficiency have entered a new stage.By expounding the connotation and structure of metacognition theory,this article comprehensively analyzes the three root causes of metacognition and the actual manifestation in the corresponding junior high school Chinese reading activities,and fully explores the role of this theory in the junior high school Chinese reading education of relevant personnel.The key effect is finally based on the metacognitive theory,applying this theory to junior high school Chinese reading,and putting forward corresponding suggestions for future teachers' reading teaching and students' self-study reading activities from a strategic point of view.