Metacognitive Strategies Research And Application Of Chinese Primary Students To Read

Based on educational psychology theories of learning strategies, cognitivestrategies and metacognitive strategies, through the survey of intensive course students,this paper analyzes the current situation of metacognitive strategies in Chineselanguage teaching for foreigners. By referring to practical teaching, the author givessome suggestions for teaching preliminary level Chinese learners from three aspects:metacognitive planning strategies, metacognitive monitoring strategies andmetacognitive regulating strategies.We think that, as a high level of all the learning strategies, metacognitive strategyplays an important role in Chinese reading for oversea students, which plans, monitorsand regulates the whole cognitive process. In addition, the oversea students’ learningability and efficiency can be availably improved by adopting metacognitive strategies.The first chapter mainly describes the research background, research purpose andsignificance, and research ideas and methods.The second chapter gives a review of related research both home and abroad,which includes learning strategies, metacognitive strategies, reading strategies andmetacognitive strategies in foreign language teaching.The third chapter focuses on the two investigations of metacognitive strategieswhich subjects on overseas students in preliminary level. By means of themethodology of questionnaire, supplemented by students and teachers’ interview, theauthor classifies and analyses statistical data of metacognitive strategies general usage,and obtains corresponding conclusion.The fourth chapter examines the teaching practice, in another word,Metacognitive strategy training. According to the current situation of teaching Chineseas a foreign language, a study of reading metacognitive strategy training has beendesigned and conducted in class. Based on statistical analysis of the research results,the author attempts to figure out some practical ways to integrate metacognitivestrategies into Chinese teaching and to test the availability of using metacognitivestrategies in reading activities. The fifth chapter gives the conclusion and points out the further research.