The Study On The Cultivation Of Primary And Junior Student's Meta-cognitive Strategy Of Reading

Reading is the most important activities in human life, so that why we need to mast this skills. Through this activity people cloud get the knowledge and teachers spend lots of time to improve it. Since 1970's metacognition theory and its application has became one of the important areas in the cognition and education psychology, some researches has found that the metacognition skills could improve student reading skills, also it could improve the student who has learning difficulties. However, there are many metacognition research in english reading, mathematics, physics, chemstry, etc in chian, but the research on chinese reading was too less. This phenomenon reflect the students and the teacher take little attention on it. So that why student has poor performance on chinese test.In the teaching process of meta-cognitive strategies, the researchers used a variety of teaching methods to promote the level of student's metacognitive strategie.The strategies in general can be divided into two categories:one is direct teaching method,teaching students metacognitive strategy and make them acquire a certain amount of them to enhance their metacognitive level; The other is indirect teaching method. The indirect is in the way of discussion to make the student acquire them. Studies have shown that no matter what teaching methods, both can increase student's level of metacognition to a certain extent so as to promote their reading ability, but few studies would compare the two in the effect of the promotion of student's level of metacognitive whether there are differences.This study used Metacognitive Strategies Questionnaire (MARSI),the language reading test volumes and metacognitive strategy training tutorial, and selected one primary and one secondary school in Changsha, and randomly selected six classes (three classes of elementary and junior high school) to cultivate and train meta-cognitive strategies for one and a half month. Among them, two classes in each primary and secondary school to participate in the training but are accepted different teaching methods; another class for an experiment in the control group did not accept the training. Through before and after test, the main findings are as follows:(1) Metacognitive strategy training in reading to primary and secondary students can improve their level of reading metacognition and their reading comprehension ability effectively.(2) On the other hand, different training methods (direct teaching method and indirect teaching method) can also improve their level of reading metacognition and their reading comprehension ability.