Practice Research On Improving Junior High School Students’ Independent Reading Ability Of Ancient Poetry By Using Meta-cognitive Strategies

For junior high school students,ancient poetry reading is an important way to implement the core quality of Chinese.However,in the current teaching of ancient poetry reading,students’ independent reading ability is weak,and there is a certain gap with the curriculum standards and textbooks.In the face of these problems,this study attempts to improve these situations by using meta-cognitive strategies.By teaching students how to use meta-cognitive strategies in the reading of ancient poetry,this study ultimately enables students to achieve the goal of efficient and independent reading.Therefore,this study discusses how to use meta-cognitive strategies in the teaching of ancient poetry reading in junior high school,so as to promote the improvement of students’ autonomous reading ability.This study mainly focuses on the following aspects:Firstly,it uses the literature research method to sort out the literature related to "meta-cognitive strategy" and "autonomous reading ability" and defines the concept,and concludes that "meta-cognitive strategy" is a high-level learning strategy that helps students plan,monitor,reflect and evaluate independently."Autonomous reading ability" refers to the students’ autonomous formulation of reading goals and plans before reading.Self-monitoring of reading progress during reading;The ability to objectively evaluate the whole reading process after reading,find out the advantages and reflect on the shortcomings.Secondly,through the analysis of the requirements of students’ independent reading ability in the course standard and textbooks,and the analysis of the current situation of students’ independent reading ability of ancient poetry in the practice class by using the interview method and classroom observation method,it is understood that students in the practice class have weak awareness and insufficient ability of independent reading of ancient poetry.It is specifically reflected in the following aspects: students’ ability to independently formulate reading goals and plans before reading ancient poetry,their ability to independently regulate reading state during reading,and their ability to independently reflect and evaluate reading results after reading.Thirdly,after analyzing the current situation,this study tries to use meta-cognitive strategies to solve the problem of students’ weak autonomous reading ability.Therefore,this paper analyzes the theoretical basis of meta-cognitive strategies and the case experiences of famous teachers,and understands that the application of meta-cognitive strategies is feasible to improve students’ autonomous reading ability,so as to use meta-cognitive strategies for teaching practice.In teaching practice,the steps and framework of applying meta-cognitive strategies are first established.Secondly,cultivate students’ awareness of using meta-cognitive strategies and ancient poetry reading strategies;Finally,through teachers’ demonstration application,teachers’ guidance application and students’ independent application,students’ independent reading ability of ancient poetry is gradually improved.Fourthly,through practical research,the following conclusions are drawn: the application of meta-cognitive strategies is helpful to implement the requirements of the textbook "trinity" reading system;Using meta-cognitive strategies to effectively improve students’ independent reading ability of ancient poetry;Using meta-cognitive strategies to effectively improve students’ learning style and enhance their learning ability.In a word,the application of meta-cognitive strategies can transform students from passive learning to active learning,so as to visualize students’ autonomous learning and achieve scientific learning.