The Application Of Metacognitive Strategies To Teach Chinese Reading

At the present stage,Chinese reading teaching is gradually focusing on the understanding of specific chapters,and more attention is paid to the teaching of reading methods and strategies.The content of traditional Chinese reading teaching is relatively narrow,teachers pay more attention to knowledge teaching,while the efforts of students’reading skills and abilities teaching are lacking.Students lack reading autonomy,poor thinking and rely on translation for reading and learning.Metacognitive strategy,as a higher-level reading strategy,can help students to plan,monitor and adjust their reading behavior in reading process,and reflect the reading process,and play a guiding and coordinating role in reading process..This research is mainly based on the actual reading teaching in the second grade of the Chinese Department of Chiang Mai Rajabhat University in Thailand.The questionnaire survey,student interviews and teaching experiments are used to explore the effectiveness of metacognitive strategies in Thai Chinese reading teaching and to explore the use of metacognitive strategies and their relationship with students’ reading achievement.At the same time,the research also shows that the metacognitive reading strategies are applied to Chinese reading teaching,including reading pre-teaching preparation(background knowledge,skills,vocabulary preparation)and reading metacognitive planning strategy,monitoring strategy and evaluate the implementation of the strategy application process,in addition,should also allow students to extend the corresponding after-school,plan to read,self-organized collection of materials,design exercises and evaluation.The results show that the frequency of reading metacognitive strategies has a significant positive correlation with reading achievement.The higher the score,the higher the frequency of metacognitive strategies,and the higher the level of strategic awareness.After 13 weeks of teaching experiments,we found that metacognitive strategy guidance and training of experimental class students’ metacognitive strategy to improve the use of its post-experimental reading test results were significantly higher than metacognitive strategy training without control classes Students,while the two classes of students’ scores had no significant difference before the teaching of reading test.In the middle of the experimental teaching interviews,students are also generally positive attitude towards reading teaching,that metacognitive strategy applied to the Thai Chinese Reading teaching is effective,after a period of training,students’ reading autonomy and reading efficiency is improved,and the reading classroom has become more substantial,more compact rhythm.Based on the actual teaching,this study puts forward some problems that need to pay attention to in the teaching of metacognitive strategy in Chinese reading teaching.For example,metacognitive strategy training should be based on the students’ Chinese proficiency in reading teaching.Reading materials and exercises should meet the needs of students,teachers and students could also strengthen the communication practice in which they can elaborate their own reading process.At the same time,this study also gives some suggestions on the training methods and concreting operation of the metacognitive planning strategy;monitoring and evaluating strategy in the reading process,such as pre-reading plan and post-reading assessment should be specific and in-depth Metacognitive strategy to guide the training should also take into account other reading strategies.We should also pay attention to enable students to master the independent thinking and cooperation opportunities.I hope my research can provide reference for the follow-up study and the teaching of Chinese reading.