Teaching Research On The Cultivation Of Chinese Reading Metacognitive Ability Of Upper Primary School Students

This study based on the elementary school higher grades Chinese reading teaching attention to the cultivation of the students' metacognitive ability,in accordance with the "found the problem,analysis problem,problem-solving research train of thought,literature analysis,questionnaire investigation and case analysis study,through carding metacognitive reading of related literature,the present the involvement of the elementary school higher grades students metacognition in reading as well as the present conditions of the reading teaching of the teacher,and on the basis of the investigation in view of the problem,analysis the reason,put forward improving strategies and principles,structures,metacognitive ability of reading teaching framework.Firstly,the meta-cognition and related theories are sorted out.Based on metacognitive theory,schema theory of reading theory,knowledge taxonomy theory and humanistic psychology,this paper clarifies the concept of metacognitive knowledge and metacognitive monitoring in reading,and expounds the important role of metacognitive knowledge and metacognitive monitoring in reading.According to the structure and strategy of metacognition,combined with Marzano's new taxonomy of educational goals and reading schema,it is pointed out that metacognitive reading should play an important role as self-system,i.e.learning motivation,stimulate existing experience and schema,and implement metacognitive planning,monitoring,regulation and evaluation functions.Secondly,the research on the current situation of metacognition guiding the reading teaching of senior grade in primary school Chinese.Using the method of questionnaire survey,the students' interest and motivation in learning,metacognitive knowledge,metacognitive experience and metacognitive monitoring were investigated.With case analysis,with the aid of network resources,by observing the first-line teachers lesson example to understand the situation of the reading teaching,found that in reading teaching and learning reflection of teachers set up the evaluation link become a mere formality,reading comprehension monitoring understanding does not reach the designated position,teaching is not thorough,the student reading motivation is offset,reading task goal is unknown,ignore the existing knowledge,independent plan,monitor and adjust reflection ability lack and so on.Finally,the teaching framework of metacognitive ability cultivation in Chinese reading teaching of senior grade in primary school is set up.In view of the problems of reading teaching,this paper puts forward the principles and strategies of reading teaching.Based on the theoretical basis of metacognition and according to the requirements of the cultivation of attention ability in the new curriculum standard,the framework is divided into four parts: "activating the self-system--setting goals in the metacognition system--autonomous reading comprehension monitoring--reflection and evaluation",and the application of the framework is explained in combination with specific examples.