The Action Research On The Application Of The Meta-cognitive Strategies In English Reading Teaching In Junior High School ——A Case Study Of A Junior High School In YuLin City

As we all know,reading occupies an important position in English learning,and it also attracts teachers’ attention in English teaching.The English Curriculum Standards of Compulsory Education published by Ministry of Education of the People’s Republic of China in 2011 pointed out that students should use learning strategies to obtain information according to different reading purposes.In English class,the teachers must teach students to learn that how can combine reading ability with learning strategies together to study English reading.Scholars have conducted a large number of empirical studies on the application of meta-cognitive strategies in English reading at home and abroad.Nevertheless,an ocean of scholars focused on university students,and there are few scholars concentrated on training of meta-cognitive strategies for junior high school students in English reading teaching.Therefore,this thesis takes the junior high school students as the research objects in Yu Lin city,discussing the influence of the training of meta-cognitive strategies on the English reading of junior high school students.The main research methods of this thesis are questionnaire,test and interview.This action research tries to study the following questions:（1）How to apply meta-cognitive strategies to English reading teaching in junior high school?（2）What are the changes in the use of meta-cognitive strategies by junior high school students in English reading after training?（3）What are the effects of meta-cognitive strategies in junior high school students’ English reading scores?Forty students in a Yu Lin junior high school is selected as the objects of this research.Two rounds of action research are adopted,which lasts for more than three months.The author used the statistical software SPSS27.0 to analyze the collected data,and the conclusions were as follows: first,it is reasonable that the author applied the meta-cognitive strategies into English reading teaching.Also,it must combine meta-cognitive strategies with the students’ actual reading class.Second,the students’ awareness of using meta-cognitive strategies have improved,and the frequency of meta-cognitive strategies usage has also increased significantly.Third,this teaching strategy can also improve students’ English reading scores.Due to the limitations and deficiencies of the theoretical level and teaching operation level,this study needs to be further improved to make the training of meta-cognitive strategies more effective.