| Junior high school stage is an important period of individual cognitive development,but also the formation of independent reading ability of the key period.Learning to read is the requirement of the development of The Times for middle school students,but also the development of Chinese core literacy requirements.This paper takes the teaching of "reading guidance to classics" in junior high school Chinese as the research object,draws on the relevant research results of metacognitive strategies in reading teaching and extracurricular reading,and aims to improve students’ independent reading ability to explore the application of metacognitive strategies in the teaching of "reading guidance to classics" in junior high school Chinese.Based on the collation and analysis of the existing relevant materials on metacognitive strategies,reading teaching,and the teaching of "reading guidance to classics",this paper conducts an interview investigation on the current teaching status of "reading guidance to classics",obtains an understanding of the current teaching status of "reading guidance to classics" in the unified compilation of the textbook,and makes a reason analysis based on the materials.This paper puts forward the necessity and feasibility of the application of metacognitive strategies in the teaching of "reading guidance to classics",and tries to explore the teaching mode of "reading guidance to classics" under the guidance of metacognition.Specifically,it mainly includes:1.Metacognitive strategy and the general situation of "reading guidance to classics".This paper analyzes the related theories of metacognitive strategies,explores the metacognitive strategies reflected in the reading process,and analyzes the concept of "reading guidance to classics" and the characteristics of the section of "reading guidance to classics" in the compilation of this textbook.2.The necessity and feasibility of using metacognitive strategies in the teaching of " tutor".Based on the current teaching situation of "tutor" in a Grade 1 junior high school in Jiangmen,this paper analyzes the factors that affect the effective teaching of "tutor",and provides a practical basis for the application of metacognitive strategies in the teaching of "reading guidance to classics".Furthermore,it analyzes the necessity of using metacognitive strategies in the teaching of "reading guidance to classics" :Metacognitive strategies provide practical guidance for reading teaching of the whole book,and students need to improve their reading autonomy through mastering the metacognitive strategies.The improvement of metacognitive reading ability lays a good foundation for the lifelong development of students.The feasibility of applying metacognitive strategies to the teaching of "Guide to Famous Books" :Metacognitive strategy can adjust the development of non-intelligence factors play a role,middle school students also have to accept the psychological foundation of metacognitive strategy meta-cognitive strategy to improve reading ability and autonomous learning ability has been empirical basis and pattern for reference,related to the "tutor" teaching strategy but also reflects the use of metacognitive strategy,finally,As the teaching method of "tutor",the content setting of the textbook also provides assistance for the real-time metacognitive strategy.3.metacognitive strategy under the guidance of "tutor" teaching model to explore,including the premise of effective teaching,in the form of metacognitive reading under the plan starting class reading causes the student to obtain recognition and arouse the reading expectation,and through the whole book reading strategy instruction and demonstration causes the student to obtain the cognitive process of reading,How to carry out metacognitive monitoring in the course of reading famous books and the application of metacognitive evaluation strategy during and after the course of "reading guidance to classics". |
