A Study On The Cultivation Of Chinese Reading Ability Of Junior Middle School Students From The Perspective Of Meta-reading

Reading,as the core of Chinese learning ability,has been a hot topic in the field of Chinese education.Nowadays,"reading and appreciation" is listed as the first of the three required courses,and "the development and improvement of thinking" is listed as one of the four core qualities of Chinese.Metacognition,as a way of thinking and processing to improve reading ability,has been paid more and more attention by the academic circle.Based on the Chinese reading ability in junior high school students as the focus,in two aspects of theory and practice to find a foothold,trying to improve Chinese reading ability in junior high school students to explore metacognitive observes an effective training path,for future related theory to study provide a valuable reference.The first chapter is introduction to the theory of metacognition,theoretical basis and application in the Chinese reading ability in junior high school students,clarify the meta cognition and related concepts of junior middle school Chinese reading ability,organize the relevant theoretical basis,expounds the feasibility of metacognitive ability in the junior middle school students Chinese culture.In the second chapter,through the investigation and analysis of the current situation of Chinese metacognitive ability of junior high school students,it provides scientific and reliable practical basis for finding out the problems in metacognitive knowledge,metacognitive experience and metacognitive monitoring.The problems are as follows:the loss of junior middle school students’ perception of Chinese difference;the loss of junior middle school students’ Chinese thinking recognition;the loss of junior middle school students’ reading self-control consciousness.Then,the paper expounds the factors influencing the improvement of junior high school students’Chinese reading ability,and seeks for rules in the three variables of teachers,students and classes.Based on the foregoing,the third chapter elaborates the enlightenment of metacognition on the cultivation of junior high school students’ Chinese reading ability,and seeks for new elements dialectically from both teachers and students.This chapter has two parts.The first part explains that in the reading class,teachers need to rationally examine the role positioning of teachers and students,actively create a reading teaching atmosphere,and dynamically evaluate the application of reading strategies.The second part explains that students need to make clear the direction of reading motivation,so as to provide reference opinions for improving junior middle school students’ Chinese reading ability from the perspective of metacognition.