Study On The Characteristics Of Metacognition And Metacognition Training For Senior Primary School Students In Shenzhen City Village

Objective: to investigate the economic status of the families living in the villages of shenzhen city.As a first-line primary school teacher,I also found that compared with children from civil servant families,children from rural families in shenzhen showed weaker academic performance.In order to help children in urban villages to better develop their studies,and to find a set of teaching methods suitable for vulnerable groups in the family economic situation,this study takes "metacognition" as the entry point.Metacognitive ability is a basic cognitive ability,which is the ability of individuals to solve problems independently and the core element of the development of children's independent learning ability.Methods: questionnaire survey,design of metacognition training program and evaluation tool were used to evaluate the effectiveness of the study.This paper consists of two parts.Through questionnaire survey,the development characteristics of metacognition level of middle and senior school students with village families as the main source are analyzed.The second part explores the metacognitive training program for middle and senior primary school students in urban villages according to the actual situation,and carries out the metacognitive training design and effect evaluation for primary school students,including determining the training objectives,training objects and training methods.A class in NY primary school was selected for two months of metacognitive training.The training effect was evaluated by parallel post-test design between control group and experimental group.The research results are as follows:1.The scores of female students in metacognition dimensions are generally higher than those of male students.2.There are significant differences in metacognitive dimensions and total scores between the third grade and other grades,while there are no significant differences between the fourth grade,fifth grade and sixth grade.3.Children have higher scores in self-cognition and planning,and lower scores in strategy and monitoring,especially in monitoring.4.There are differences in metacognition among middle and senior school students in urban villages,and their self-evaluation is higher than that of their parents.5.The interaction between groups and training times is significant in the dimension of self-assessment monitoring,and training improves the monitoring level of students.6.There was a significant interaction between the groups and the number of training sessions on the Chinese language scores,indicating that the training improved the Chinese language scores of the students.Conclusion:1.The metacognition level of female students is higher than that of male students.2.Grades 3 to 4 are a rapid period of metacognitive development of students,while grades 4,5 and 6 are a stable period of metacognitive development of students.3.Uneven development of metacognition in all dimensions.4.Students' self-evaluation is higher than that of their parents.5.Metacognitive training has certain effects.6.Metacognitive training can improve students' performance.This study makes a meaningful exploration on the metacognitive training of children in families with adverse economic conditions,and the training is applicable to the classroom teaching practice of first-line primary school teachers.