Research On The Application Of Metacognitive Strategies In Junior High School Chinese Reading Teaching

Metacognitive strategy is a typical learning strategy.It is the ability of students to design,control and adjust their own cognitive process and results.It is produced with the emergence of cognitive activities.Taking their own cognitive activities as the research object,it is an efficient learning strategy.It includes planning strategy,monitoring strategy and evaluation strategy.These strategies help students to learn actively,It determines the effect and efficiency of learning.The application of metacognitive strategy in junior high school Chinese reading teaching can make students clear the reading goal,adjust the reading process and progress in time,correctly evaluate the reading results,improve students' reading efficiency,and lay a good foundation for promoting the development of middle school students' autonomous learning ability and lifelong reading learning ability.The research object is the second grade students of Wenjing middle school in Xi'an city.By using the methods of literature review,questionnaire survey,teaching experiment and mathematical statistics,this paper explores the application effect of metacognitive strategies in junior high school Chinese reading teaching:1.After 10 weeks of experimental teaching,the frequency of specific metacognitive strategies used by the students in the experimental class who received metacognitive strategy teaching increased significantly.The overall frequency of planned strategies increased from(2.851)before the experiment to(3.798)after the experiment,The overall frequency of monitoring strategies increased from(2.764)before the teaching experiment to(3.768)after the experiment,and the overall frequency of evaluation strategies increased from(2.706)before the teaching experiment to(3.770)after the experiment.This shows that the experimental class students generally hold a positive attitude towards metacognitive strategy reading teaching.2.The reading test scores of the experimental class(18.569)with metacognitive strategy teaching were much higher than those of the control class(15.309),while there was no significant difference in the reading test scores of the two classes before the teaching experiment,which also showed that there was a positive correlation between the frequency of metacognitive strategy use and Chinese reading performance,The application of metacognitive strategy teaching method can promote the improvement of students' Chinese reading ability.3.In the process of metacognitive strategy teaching experiment,the reasonable guidance of Chinese teachers has implicitly consolidated the students' mastery of some reading strategies,which makes students better use of reading strategies and then better use metacognitive strategies.4.Applying metacognitive strategy in Chinese reading teaching can not only improve the students' reading ability,but also stimulate students' interest in Chinese reading learning.It has changed from the long reading of the past to the favorite reading comprehension,which promotes the improvement of students' ability of self-study.Based on the actual teaching,this paper puts forward some suggestions for teachers to apply metacognitive strategies in Chinese reading teaching and students to learn to apply metacognitive strategies,such as creating problem situations,summarizing the process of reading thinking,mastering the method of question list,and using the method of reading notes.