The Current Situation And Intervention Research Of Chinese Reading Metacognition In Middle And Upper Grades Of Elementary School

Meta-cognition is an important process of cognizing and process in Chinese reading.Chinese reading is the top priority task for teachers in China.More and more teachers begin to pay attention to the cultivation of students' reading ability,from "learning knowledge" to"learning to learn." A large number of psychological studies have shown that meta-cognitive intervention can effectively improve students' reading level and their reading performance.Pupils of the lower grade have completed the tasks of reading most Chinese characters,and the middle and the upper grades students began to learn to understand the articles and comprehend the authors' thoughts and feelings,which is in the period of rapid development of Chinese reading meta-cognition.In order to explore the current situation of Chinese reading meta-cognition in upper primary school students and the influence of metacognition on Chinese reading ability.This study investigates the current situation of students in the third,fourth and fifth grade primary school students,totally 305 students,in Chengdu on the basis of the Primary School Chinese Reading Meta-cognitive Questionnaire compiled by Sun Jinghua(2012)and then it conducts a 10-week interventional training on fifth grade students in this primary school of Chengdu by adopting its self-conducted cognitive materials.The research results are as follows:(1)With the grades increasing,the level of Chinese reading meta-cognition in the fifth grade is significantly higher than that in the third grade and the fourth grade.The meta-cognitive level of Chinese reading in the fourth grade is significantly higher than that of the third grade.(2)In the dimensions of meta-cognition,meta-cognitive knowledge and metacognitive monitoring are significantly different in grades,and the difference in metacognitive experience is not obvious.(3)There is a gender difference in the level of meta-cognition in the upper and middle grades of primary school--girls are better than boys.(4)After the intervention,the level of Chinese reading in the fifth grade primary school students was significantly improved;the effect of female intervention was significantly higher than that of male students;the effect of medium and low group intervention was significant.