A Study On The Development Of Metacognitive Monitoring And Control In Primary School Students

Metacognitive monitoring and control includes metacognitive monitoring and metacognitive control which is an important component of metacognition. The process of monitoring refers to the cognition and judgment of cognition, and judgment of learning accuracy is an important index of metacognitive monitoring effectiveness. Metacognitive control is that individual relies on all aspects of the comprehensive factors to timely adjust the learning process, which mainly includes the cognitive process such as the control of time distribution and the choice of the project. Metacognitive monitoring includes two aspects:self monitoring and monitoring others. Monitoring others is also known as mindreading. Both the self monitoring and mindreading will directly affect the development of the learning ability. Therefore, discussing the development and the relationship of the self monitoring and mindreading is very necessary. Students of low grades in primary school have just begun stepping into the school age, so this period is the key period for students to develop learning ability. Therefore, studying the development of metacognitive monitoring of this age is of great significance to the primary school students’ learning ability and the formation of good learning habits.So, in this study, we chose one to three grade students in primary school as subjects to study the development of lower grade students’ metacognitive monitoring and control ability in primary school. In the experimental design, we designed two experiments to discuss the trend in the development of students’ metacognitive monitoring and control, as well as the development of the relationship between self monitoring and control and mindreading in primary school. In experiment 1, we used the calculation questions of the same difficulty to explore the development of students’ monitoring and the development of the relationship between self monitoring and monitoring others. Experiment 2, we used the calculation questions of different difficulty with different score to explore the development of students’ control and the development of the relationship between self control and control others.The following conclusions are drawn in this study:Firstly, the primary school students have a certain level of metacognitive monitoring, and with the growth of grade, the metacognitive monitoring and control ability is gradually strengthening. Grade Two is a critical period of the development of monitoring and control.Secondly, the primary school students’ ability to develop mindreading is later than self monitoring and control. With the growth of grade, students’ mindreading ability gradually overcomes self center, and adjust self to others.Thirdly, the development of metacognitive monitoring and control ability of primary school students is not mature, Grade Three students still can not achive self monitoring and control and mindreading very well, therefore, need to be further improved.