The Application On Metacognitive In Primary School Writing Teaching

From the Ministry of education promulgated The Chinese Teaching Syllabus of theprimary school and Curriculum standards，you can see that our country focus on primaryschool Chinese curriculum education degree, especially attention to the elementarycomposition ability. But at present，primary school composition teaching still exists someproblems, such as time-consuming and inefficient. These phenomena and problems directlyaffect the students’ understanding and using of interdisciplinary knowledge, as well as interestin learning itself.Since the1970s, psychologists carried out extensive research on metacognitive training,these training studies show that the improvement of metacognitive strategy skills toeffectively improve the level of people’s writing, especially help students who have difficultyin writing to improve writing scores. If it can be applied in the primary school Chinesecomposition teaching to the meta-cognitive strategy, it is undoubtedly for elementary schoolstudents a good way to raise their writing ability.The study chose an ordinary class of grade four from Hainan Normal UniversityAffiliated Primary School to participate in the training of Chinese writing metacognitivestrategies. The research aims to carry out knowledge activation, prediction, goal setting,monitoring, and evaluation for the content of the metacognitive strategies teaching experienceby cultivating students’ writing awareness of metacognitive strategies. This research is topractice various writing training means of metacognitive strategies, including taking texts as ateaching demonstration, practicing based on practice.Through more than two months of study, we have obtained the following result: theprimary school students writing metacognitive strategies training can effectively improve thestudents’ metacognitive writing level and writing ability.