A Study On The Application Of Meta-cognitive Strategies To Senior High School English Listening Teaching Under The Blended Teaching Mode

The English Curriculum Standards for Senior High School(2017 edition,revised in 2020)proposes to focus on cultivating students’ ability to use English in specific situations,in which listening is particularly important.At the same time,the college entrance examination should focus on students’ English comprehension ability,including the ability to obtain information from oral and written texts.This standard emphasizes the importance of listening teaching and also provides a standard for English listening teaching in senior high schools.Effective selection and use of strategies can help students understand listening content and improve learning efficiency.With the development of educational informatization,the popular "Internet +Education" has also attracted the attention of all sectors of society to blended teaching.Therefore,under the background of the vigorous development of blended teaching,this study integrates the cultivation of meta-cognitive strategies into the teaching of English listening in senior high school,aiming to explore the effect of meta-cognitive strategies under the blended teaching model in the teaching of English listening of senior high school.Based on the research of blended teaching and meta-cognitive strategies at home and abroad,this study adopts the questionnaire method to collect data on the current situation of teachers’ teaching and students’ learning in senior high school English listening teaching,and analyzes the questionnaire through SPSS to objectively and truly reflect its current situation and analyze its existing problems.This study attempts to solve the following three problems:(1)What are the current situation of English listening teaching in senior high school and the listening level and habits of senior high school students?(2)How to apply meta-cognitive strategies to English listening teaching in senior high school under the blended teaching mode?(3)How much does meta-cognitive strategies improve senior high school students’ English listening ability under the blended teaching mode?Through the analysis of the relevant results,the following conclusions can be drawn: First of all,the current English listening teaching in senior high schools is facing many problems.The listening content in the textbooks is limited and the curriculum resources are not rich enough.Most teachers adopt the traditional listening teaching mode--playing the audio and checking the answers,ignoring the training of listening strategies.Many students lose interest in listening,and most of them are in low listening level.Secondly,in the teaching of English listening in senior high school,students are trained in meta-cognitive strategies.In the offline classes,students are guided to pay attention to the process of self-listening,actively predict the listening content and plan to use listening strategies,monitor and reflect on the listening process to develop good listening habits.In the online learning process,according to the training of meta-cognitive strategies in class,students actively complete the learning tasks,enrich listening materials,and plan,monitor,reflect efficiently.It can effectively combine online teaching on the Internet and offline teaching in traditional class to cultivate students’ autonomous learning ability.In addition,under the blended teaching mode,the application of meta-cognitive strategies in senior high school English listening teaching can greatly improve students’ listening performance and positively promote students’ interest and attitude in English learning.In the blended teaching class,students’ participation in the class has improved.Finally,the author summarizes the results of the experiment and investigation and puts forward relevant teaching suggestions.