Metacognition And Chinese Reading Teaching

Metacognition is a new concept which has emerged in the field of cognitive psychology in the recent twenty years. It is the cognitive cognition and an important prerequisite of improving the efficiency of the cognition. This paper's main clue is the metacognition and the creative reading. It tries to analyse the relationship between the metacognition and the Chinese reading teaching in terms of following aspects: metacognition and the Chinese teaching, metacognition and the Chinese Reading Ability and the Ability of Chinese Creative reading .This paper aims to enrich the effective reading research , help teachers find the effective reading method, improve the teaching of reading comprehension, and help students master the reading method as well, in the hope of improving both teaching and learning to solve the practical problems in reading teaching.Reading is an important way for man to absorb knowledge , but reading comprehension isn't easy . It includes complex cognitive mechanism and it is the result of the combination and mutual reaction of many cognitive abilities , and metacognition plays an important part in the many factors which influence reading, especially in the two aspects of the supervision and adjustment of the comprehension. There is only comprehension but no creation in the traditional reading in which the reader is no more than an intermediary of the exchange of the reading material that exchanges from one carrier to another during which the reader can't fully play his own role. But by the supervision and adjustment of cognition from the cognitive subject, metacognition makes it possible for cognitive subject to constantly regulate and control the goal, task, method, strategy, feedback and modification of the cognition .As a result, the cognitive subject can.obtain the significance through the process, supervision, evaluation and regulation of the reading material. Simultaneously, the cognitive subject can examine his own reading process, perceiving, supervising, evaluating and controlling himself to re-form cognition and find new questions. In other words, the cognitive subject can create something new in the process of reading using metacognition. Hence, the creative reading has been achieved, which is the goal and task of the reading teaching at present.Metacognition is the process of thinking about thinking, which consists of three basic elements:Metacognition Knowledge, Metacognition experience and Metacognition Metacognition Knowledge. Metacognition experience and Metacognition supervision. Creative reading requires four abilities: sense perception recognition, prediction, thinking and supervision, among which the ability of supervision will observe the reading state of the cognition subject, control and regulate the cognition subject and supervise the supervision. That is the exact role which cognition supervision plays in the cognition activity.According to the constituent elements of the ability of Chinese creative reading, the teaching of Chinese reading should be started with the developments of sense perception ability, prediction ability, thinking ability and supervision ability.Under the direction of the metacognition theory, the cognition subject can read purposely, actively and creatively, resulting in the development of new conception, design and discovery during the reading process which symbolized the realization of creative reading.