Research On Reading Strategies Of The Whole Book From The Perspective Of Meta-Cognitive Theory

Whole book reading is a hot spot and difficulty in Chinese curriculum and teaching under the background of new curriculum reform.Previously,the traditional reading teaching theory and practice in China had the characteristics of focusing on comprehension and perception but not monitoring and regulation,and emphasizing text intensive reading but not whole-book extensive reading.The strategy system related to whole-book reading needs to be constructed.Compared with paragraph and article reading,whole book reading places higher demands on readers’ cognitive monitoring and regulation capacities.Based on the above ponder,this thesis introduces metacognitive theory,attempts to construct a whole-book reading strategy system for high school students,and explores its effective teaching methods based on metacognitive training,strategy teaching and other related theories.The thesis is divided into five parts,including analysing the teaching requirements related to whole-book reading strategies and the conditions of using these strategies among high school students,sorting out the theories related to reading metacognition and reading strategies,clarifying the metacognitive knowledge that high school students need to master and constructing a basic framework of whole-book reading strategies for high school students,and then designing feasible teaching methods on these basis.The first part uses literature research to analyse the standard requirements for whole-book reading strategies teaching in official educational documents such as curriculum standard and textbooks,and uses interview methods to find out what levels of cognition and application of whole-book reading strategies high school students have reached,and what their learning needs are.In the second part,a multidisciplinary approach was used to find the theoretical basis for whole-book reading strategy constructs from three perspectives: psychological theory,traditional reading theory,and literary theory.It is found that necessary metacognitive knowledge of reading is the basic guarantee for effective use of reading strategies,and traditional reading methods as well as literary theories can provide readers with related metacognitive knowledge.Therefore,the third part,based on the classical metacognitive structure theory,constructs the metacognitive knowledge frame of whole-book reading,specifically including the knowledge of reading list and reading methods related to task characteristics,the knowledge of learning styles,reading experiences and reading interests related to reader characteristics,as well as the knowledge of reading strategies.Metacognition includes metacognitive knowledge and metacognitive monitoring,the former is a static knowledge system and the latter is a dynamic monitoring and regulation process.The application of reading strategies needs to be based on metacognitive knowledge,and the implementation process involves metacognitive monitoring,which includes the perception of the current reading activity’s goals,obstacles,and other states,as well as the reading regulation measures based on the above perception.Not all metacognitive monitoring process can be described as strategy,but the specific use of each reading strategy must be a structured and procedural metacognitive monitoring process.Based on the above discussion of the current situation,the actual needs and related theories of whole-book reading,this paper constructs a basic framework of whole-book reading strategies for high school students in Part IV.This framework is based on psychological theories and divides high school students’ reading abilities into three levels: basic reading skills,reading comprehension strategies,and reading management strategies.The three levels of competency range from easy to difficult,with progressively more metacognitive demands.Reading management strategies include bibliographic selection,goal setting,process management and other strategies,while reading comprehension strategies mainly include content focus,speed regulation and other dimensions.In the last part,three teaching cases are designed based on theories related to metacognitive training and strategy teaching.The first case adopts the direct reading strategy teaching mode,and takes Rural China as an example to demonstrate the teaching of constructive reading strategy.The second case adopts an embedded reading strategy teaching model,taking the appreciation of Xue Baochai’s character in Dream of the Red Chamber as an example to teach the appreciation strategy.The third case adopts a progressive release of responsibility teaching model to teach systematic skimming strategies using The Analects of Confucius as an example.