On The Application Of The Metacognition Theory To Chinese Reading Teaching In Middle Schools

With the entrance of the 21st century, human society has entered into an age of knowledge economy and information technology. The Information Age requires students to read fast and efficiently, but the traditional reading teaching is mainly concerned about the instilling of knowledge and neglects the training of reading methods, which is incompatible with the demands for independent learners required by society. For years the mechanical reading training under the guidance of examination-oriented education leads to the loss of students'reading emotion and generally low reading efficiency. As a result, teachers spend much time on reading teaching and fail to help students build reading smart thinking. Meanwhile, students spend a lot of time reading, but cannot learn from reading.In light of the status quo of Chinese reading teaching in China, the author of this thesis tries to construct a meta-cognition reading operating system, which can help students monitor and manage the process of reading of their own. The system is based on the theory of reading and reading teaching according to the new curriculum standards. Metacognitive reading is aimed at reading study, not at reading teaching. In other words, students know when and how to choose reading strategies to do an effective reading. By means of experiments, firstly the author of this thesis demonstrates the process of metacognitive reading step by step, and then helps students do metacognitive reading autonomously in class, and finally guides students to extend the metacognitive skill to the extra-curricular, reaching the level of using easily.This thesis is composed of four parts as follows.In the first part, the background of the problem is presented. On the basis of the development of society needs, the defections existing in the present Chinese teaching, and the loss of metacognitive ability among junior high school students, it is necessary to train the metacognitive ability of students in Chinese teaching.Part two is mainly concerned about the literature review on metacognition and the theory of teaching reading. The concept and essence of metacognition is introduced and the theories of reading and reading teaching concerned are explored.At the same time, the theoretical significance of metacognitive reading is stated. In the third part, the process of experiments with metacognitive reading ability of students is analyzed. Using experimental classes measured before and after the experiments, the author carries out the training of metacognitive reading ability in the course of experiment controlling by means of three steps—"teachers'demonstration of metacognition reading process-help with students'reading independently– the extending reading of students". The first step is the most important of all, which consist of five steps as follows: browsing the text to determine reading goals; mobilizing background knowledge to sentiment text; questioning the text to read in-depth; generalizing the text and critical innovation; reflecting and evaluating. The analysis of the data measured before and after the experiments shows to us that the reading teaching method with the metacognitive training is of great use to improve the students'reading ability and metacognitive reading level.In the fourth part, a suggestion is reached. The metacognitive strategy should be strengthened in the future reform of reading teaching and the theory of metacognition should be infiltrated into the process of scheduling texts. The enhancement of environmental monitoring of metacognitive reading will further improve their metacognitive reading ability and the efficiency of their reading.