Effects On The Performance Of Classical Chinese From Strategy And Metamemory Training In Junior Middle School

Metamemory is an important component of Metacognition, the study of metamemory is the hot spots in cognitive psychology in recent years. It reflects the individual overall understanding and control on own memory systems. In this paper, on the basis of studies on metamemory and metamemory training, we continued to explore the scientific method of metamemory training; we selected classical Chinese as the experimental materials that junior middle school students feel difficult to recite, discussed the effects on performance of the classical Chinese memory from metamemory training. According to the results, we explored an effective way to improve memory ability of junior middle school students.This study is an intervention experiment. 132 students of grade one in junior middle school were selected in Henan, they were matched into 4 groups according to pre-test scores, one group as a control group, the other 3 groups as experiment groups: one group of metamemory knowledge training, one group of metamemory monitoring training and one group of integrated training (metamemory knowledge training + metamemory monitoring of training). Self-made materials about metamemory training was used in metamemory knowledge training, RJR (Recall-Judgment-Recognition) pattern which included memory, judgement and standard tests was used in metamemory monitoring training. Altogether there were 12 sessions training in 6 weeks. The study reached the following conclusions:1.Metamemory knowledge training and metamemory monitoring training can significantly improve the speed of classical Chinese memory for junior middle school students; metamemory monitoring training can more effectively improve the score to write from memory.2. There is no significant difference in the permances of classical Chinese memory between integrated training group and single traning group.3. The effectiveness of metamemory training is different to the students in different levels.There is significant effect of training just for students with average scores and poor scores, not those with good ones, it is abviously seen among those students of the poor scores.4. There are effects of near transferring on performance of classical Chinese memory for junior middle school students, the effects can be maintained.5. Metamemory training is able to promote the use of classical Chinese memory strategies for junior middle school students.6. The ability of using comprehensive strategies and advanced strategies of organizations is poor for students of grade one in junior middle school.