A Study On Self-directed Reading Guidance Of Whole Book Reading In Junior High School Based On Metacognitive Theory

In the context of the promulgation of the new curriculum standard,the teaching requirements of "whole book reading" in junior high school not only pay attention to improving the reading comprehension ability of junior high school students,but also emphasize that students should master a variety of reading methods,develop good reading habits,enhance reading interest and taste,and cultivate the awareness and ability of independent reading.This requires that relevant teaching guidance not only pay attention to reading cognition,but also pay attention to the role of metacognition in self-directed reading.Through questionnaires and interview surveys,it can be seen that the current teaching practice of "whole book reading" still has problems such as reading guidance relying on classroom teaching,insufficient motivation and ability of students’ self-reading,imperfect self-reading scaffolds for learning tasks,and single reading assessment forms.The current teaching mode of "whole book reading" ignores its characteristics of students’ independent reading activities,which is difficult to stimulate students’ autonomy in reading,and cannot comprehensively improve students’ independent reading ability.In order to solve the above problems,by analyzing the new curriculum standards and the cases of middle school examination questions,the development trend and core training requirements of "whole book reading" are inferred,and a junior high school Chinese whole book reading guidance program centered on students’ independent reading is established on this basis.The guidance program takes metacognitive learning theory as the theoretical framework,follows the natural logic of students’ independent reading,takes learning reading strategies,optimizing reading experience,and improving regulatory ability as the guiding core,and flexibly uses advanced independent reading strategies at home and abroad in the whole process of reading.The specific conclusions of the Guidance Programme are as follows:Before reading,establish scaffolds such as "knowledge cards","reading diagnosis tables" and "reading strategy libraries" to help students prepare for metacognitive knowledge from the three perspectives of text,reader,and strategy;Predictive reading,cross-border reading,shared reading and other methods are used to stimulate students’ positive metacognitive experience;Formulate a vertical and horizontal reading goal system,plan reading tasks step by step,and help students formulate appropriate reading plans.In reading,the reciprocal teaching method is adopted to allow students to learn the applicable situations and operation methods of reading strategies under the guidance of reading tasks;Give full play to the advantages of blended teaching and build an online reading communication platform to improve the reading experience;Use "Sound Thinking" and "Reflection and Self-Questioning Flow Chart" to help students detect reading thinking and adjust their reading state independently.After reading,pay attention to the general method summary and special method combing of reading strategies;Through rational attribution,display feedback and other thinking activities,students’ reading experience can change from emotional to rational;Design "reading reflection sheet" and reading task evaluation scale,and use the form record of the reading process to form a "whole book reading growth record bag" to help students conduct a more comprehensive self-reflection and evaluation of cognitive level and metacognitive performance in the process of independent reading.The scheme mainly adopts the form of a transferable form to make the reading guidance "implicitly present",and mainly uses "Journey to the West" as an example to systematically explain the whole reading process,aiming to explore a more autonomous,more pleasant,more comprehensive and more operable teaching guidance method of junior high school Chinese "whole book reading",and provide reference for front-line teaching.