A Study On The Teaching And Commenting Of Chinese Practice In The Upper Grades Of Primary Schools Based On The Cultivation Of Metacognitive Ability

Chinese practice interpretation and evaluation course is an important type of course of Chinese subject.Through Chinese practice interpretation and evaluation course,students can not only find and make up for their shortcomings and weaknesses in learning,but also improve their thinking ability and cooperative ability in the discussion with teachers and classmates.Chinese interpretation and evaluating classes is also beneficial for teachers to understand students’ learning conditions,find some problems in their teaching,and promote teachers to adjust their teaching.However,in the investigation,I find that there are many problems in the Chinese interpretation and evaluation course in primary schools.Firstly,teachers and students pay little attention to the Chinese interpretation and evaluation course.Secondly,the teaching objectives in practice interpretation and evaluation course are vague or missing.Thirdly,students’ subjectivity in class is not highlighted,and the atmosphere in the classroom is tense.Forth,teachers pay too much attention to the mastery of knowledge and skills,which makes them ignore students’ feelings and attitudes.These problems make Chinese practice interpretation and evaluation lose its due role,and the practice interpretation and evaluation has become a task,leading to boredom and resistance of students.These problems are not conducive to the development of students’ thinking and ability,but also to the improvement of teachers’ professional skills.I investigated the Chinese interpretation and evaluation course from the perspective of theory,and tries to explore effective strategies to improve the current situation of Chinese interpretation and evaluation course from the perspective of theory and practice.In the end,I chose the Metacognitive Theory as the theoretical basis of my research.By means of questionnaire,interview and class observation,I conducted a survey and research in two primary schools which are L primary school in city N and D primary school in city S.Through the survey,it is found that the metacognitive ability of high-grade students in primary school in Chinese interpretation and evaluation course is below the middle level,and the level of metacognitive experience is the lowest.I choose “Gender”,“Grade”,“Score of Chinese” and “School” as the criterion to conduct variance analysis.The analysis result shows that the metacognitive ability of high-grade students in primary school inChinese interpretation and evaluation class is significantly associated with “Gender”,“Grade of Chinese” and “School”.Specifically,girls have higher metacognitive abilities than boys in all aspects,and the students who have higher score also have higher level of metacognitive ability.And what’s more,the metacognitive ability of students in L school which has better teaching conditions is significantly higher than that of pupils in D school.However,it is found that there is no significant difference between grade and metacognitive ability of high-grade students in primary school.Finally,combining with the data of questionnaire and the result of teacher interviews and class observation,I put forward some strategies and suggestions based on the metacognitive theory from three aspects which are “Before class”,“In class” and “After class” in order to improve the present situation of Chinese interpretation and evaluation class and improve the students’ metacognitive ability.First,teachers need to learn metacognitive theoretical knowledge to improve their metacognitive level.Then they need to make clear teaching objectives,guide students to develop the habit of active analysis before class in order to cultivate students’ metacognitive knowledge preliminarily.Second,teachers needs to introduce the overall situation of the practice in class,teach with the language discipline characteristic,and teach learning strategies to perfect students’ metacognitive knowledge.Teachers also need to cultivate and deepen the students’ metacognitive experience by innovating teaching methods and encouraging tone.What’s more,in order to promote the student to monitor and regulate their own thinking and attention teachers should teach them metacognitive monitoring strategy.Finally,teachers can help students to further consolidate and improve metacognitive ability by means of strengthening reflection,setting up supporting group and designing variable exercises flexibly after class.