Research On The Influence Of Meta-cognition Training On The Academic Performance Of Junior School Students

Since 1970 s Flavell put forward "meta-cognition", domestic and foreign scholars have carried out a lot of research on it, from the initial of the research on its meaning and elements to the study of effective training methods nowadays. As an effective meta-cognitive training method, the think-aloud protocols is introduced into the teaching by teachers, but it always showed as the wise remark of an experienced person, lacking of empirical studies. Reading as a basic skill, has an important influence on the development of students' comprehensive quality, therefore, this study is based on Chinese reading, studying the influence of the meta-cognitive training methods based on the think-aloud protocols to the students' academic performance, so as to provide some reference value for today's teaching.In this study, we selected two parallel classes in junior two of Yuxian middle school in Jinan City, served them as the experimental class and the control class, and drew out the think-aloud protocols' program. This program mainly includes three aspects about the teacher demonstration, student statement and student practice. And the training lasted for ten weeks. The training effect was tested by the students self-monitoring questionnaire and the students' test scores. The main conclusions are as follows:1.Think-aloud protocols is, a kind of effective meta-cognitive training method,which can help to improve the level of meta-cognition. Because the general level of meta-cognitive and ten factors were significantly improved, and two classes of students had significant differences in the general level of meta-cognition and ten factors. Therefore, it is effective to carry on meta-cognitive training for students in junior middle school.2.Students' meta-cognitive level is significantly related to Chinese, maths and English performance, and it is also significantly related to the total score of the students, which indicates that there is a close relationship between meta-cognition and academic performance.3.The student's general meta-cognitive level and the remedial factor have significant regression effects on their academic performance. Meta-cognition can predict the academic performance, which shows that meta-cognitive training based on the think-aloud protocols for the students can improve their academic performance.4.There was no significant sex difference and place of origin difference in the students' meta-cognition level. In each dimension, only the method factor was significantly different in gender, and the other factors showed no significant difference.