A Study On The Evaluation Of Chinese Comment Course Exercises In Upper Elementary School Based On The Development Of Metacognitive Skills

Metacognitive ability plays a key role in improving students’ language performance,cultivating students’ language learning ability and adapting to future learning life.Therefore,it is necessary for teachers to consciously cultivate students’ metacognitive abilities in Language teaching,improve students’ academic performance,and let students learn to learn.As a regular type of language teaching,exercise lecture and evaluation class has the same important status as new lectures and review classes.However,the survey found that in the actual teaching process,there is still a lack of scientific method guidance in the language exercise lecture and evaluation class,teachers pay too much attention to their own evaluation and ignore the cultivation of students’ active thinking and independent ability,pay too much attention to the correct answer and ignore the guidance of method ideas,lack of timely evaluation in the classroom,and do not pay attention to reflection and consolidation.As a result,the effectiveness of the language exercise lecture and evaluation class was greatly reduced,and teachers and students did not pay attention to it.The existing problems of the lecture class hinder the cultivation of students’ metacognitive ability,and students’ thinking and independent learning ability are limited,which is not conducive to students’ adaptation to future social development.Therefore,how to study the strategies of cultivating students’ metacognitive abilities in exercise lecture and evaluation courses has become an important issue facing educators.From the perspective of metacognitive theory,the author studies the strategies for cultivating students’ metacognitive abilities in primary school language exercise lecture and evaluation classes.The questionnaire method,interview method,and classroom observation method were used to conduct a survey and research,and through the questionnaire survey,it was found that the metacognitive ability of senior students was at a medium level as a whole,of which the metacognitive experience dimension was the lowest.The author analyzes the differences in students’ metacognitive ability based on the effective criteria of "academic performance","grade" and "gender",and finds that the higher the grade,the higher the metacognitive ability of students,and the level of metacognitive development of sixth grade students is higher than that of fifth grade students.With the increase of grades,the metacognitive level of students in the Language Exercises Lecture and Evaluation Class also showed a certain degree of enhancement.When "gender" is used as the effectiveness criterion,there is no significant difference in the metacognitive experience dimension between boys and girls,and in the metacognitive knowledge and metacognitive monitoring dimension,the metacognitive development level of girls is higher than that of boys.Combined with the interview and observation results,according to the actual situation of the language exercise lecture and evaluation class,the author proposes strategies to improve students’ metacognitive ability from the three aspects of metacognitive knowledge,metacognitive experience and metacognitive monitoring,respectively,trying to optimize the teaching of lecture and evaluation,promote the development of students’ metacognitive ability,and build a "learning classroom".First,from the perspective of metacognitive knowledge,teachers should cultivate and construct students’ metacognitive knowledge by guiding students to self-analysis,teaching students task metacognitive knowledge,and imparting knowledge of students’ learning strategies.Second,from the perspective of metacognitive experience,teachers should be good at using expectation strategies,changing the mode of presentation such as cooperative learning and "Mr.Little" commentary,setting up problem situations,post-evaluation conversations to guide students to positive attribution,flexible exercises to stimulate and enrich students’ positive metacognitive experience.Third,from the perspective of metacognitive monitoring,teachers should directly guide and demonstrate metacognitive monitoring strategies,teach students to learn to ask questions and self-reflect,and combine compensatory exercises with metacognitive training tasks to cultivate and train students’ metacognitive abilities.