Research On High School Composition Reflection Ability Training Based On Metacognition Theory

The ancients said: "Anything you can do is something you want to do instead." The high school stage is an important stage for students to develop independent compositional reflection skills.However,in the actual composition teaching,teachers relatively neglected the students' internal thinking process,and the students failed to face up to their main position in composition.Emphasizing composition reflection can prompt teachers to shift the focus of composition teaching from composition achievements to students.Targeted composition reflection training can help students correct their position as composition masters and improve their composition level.This article is guided by metacognition theory,and the main research content of composition reflection ability training of high school is divided into five parts.In the introductory part,the reasons for selecting the topic are expounded,the current research situation is summarized,and the research methods and ideas of this paper are determined on the basis of the existing research,and the theoretical and practical significance of the research is explained.The first chapter clarifies the concept of reflective ability in composition.In terms of composition,compositional reflection ability can be divided into compositional reflection awareness,compositional reflection behavior and compositional reflection strategy,and its basic characteristics are shown as autonomy,inquiry,criticism and creativity.Immediately followed by dividing the stages of composition reflection activities,depicting the psychological operation mechanism of composition reflection,exploring the formation of composition reflection trajectory,and providing a basis for investigation and research.The second chapter,through questionnaires and interviews,conducts a survey on the status quo and finds that high schools survive the problems of "passive reflection behaviors","low selfanalysis of composition" and "single composition reflection strategies";"Training system","lack of scientific theoretical guidance".According to the survey results,the reasons for the shortage were explored from the perspective of students and teachers.The third chapter is to construct a model for high school composition reflection training.Analyze the theoretical basis of composition reflection training,and explore the possibility and feasibility of using metacognition theory to guide composition reflection training.Aiming at the problems in the current situation investigation,the meta-cognitive theory is used as a guide to construct a model of full-course composition reflection ability training,and to explain its construction ideas,and to explain its specific training links and operation steps.Mainly through the "training composition reflection awareness","training composition reflection metacognitive knowledge","providing composition reflection strategies" and "enriching composition reflection experience",to cultivate students' composition reflection ability.In the last chapter,teaching practice of high school full-course composition reflection ability training.According to the students' actual composition rules,conduct composition planning training courses,composition monitoring training courses,and composition review training courses to verify the effectiveness of the training model.