The Application Of Metacognitive Strategy In Intermediate Chinese Reading Course

In this study,we investigate the use of metacognitive strategies in reading at the Confucius Institute of Lao National University,analyzes metacognitive theory,teaching practice,and examines the relationship between metacognitive strategy usage and students ’reading performance,so as to verify the role of metacognition strategies in improving students’ reading performance and reading ability.The study found that the frequency of metacognitive strategy use is closely related to students’ Chinese reading performance,and the improvement of metacognitive strategy awareness is conducive to improving students’ reading performance to some extent.After the teaching practice,the students’ awareness of metacognitive strategies was significantly improved,especially the planning strategies and evaluation strategies.In addition,the author interviewed the students and found that the metacognitive strategy had an obvious effect on the students ’reading plan,monitoring the reading process and reflecting on their reading behavior,and subtly improved the students’ reading ability and independent learning ability.Based on the practical teaching,the author puts forward some problems that need to be paid attention to when applying the metacognitive strategy to the intermediate Chinese reading class,and puts forward some teaching suggestions in the specific operation.