| The General English Curriculum Standards for Senior High School(2017)clearly stipulates that the overall goal of senior High School English curriculum is to make students further clarify the purpose of English learning and develop the ability of independent learning and cooperative learning on the basis of English learning in compulsory education.In addition,students should be made to master the necessary learning strategies,form their own unique learning methods and with the assistance of other abilities,gradually form the comprehensive language ability.As one of the learning strategies,meta-cognitive strategy is the key factor that affects students’ reading competence.Besides,from the perspective of test taking,reading takes a large proportion in the college entrance examination.Taking the national paper as an example,the reading comprehension part scores 40 points,accounting for 27% of the total score of the test paper(150).Therefore,the meta-cognitive strategies of high school students in English reading deserve attention and research.Based on the Information Processing Theory,Meta-cognitive and Gender Schema Theory,this study studies the meta-cognitive strategies of English reading of grade two students in senior high school from the following two aspects: 1.How do high school students use meta-cognitive strategies in English reading? 2.Are there differences between boys and girls in the use of meta-cognitive strategies? If so,what are the differences?In this study,a total of 200 students from four classes of grade two in Xi’an Foreign Language School are surveyed by questionnaire,and 3 boys and 3 girls were randomly interviewed.SPSS20.0 is used to analyze the data.The results show that the use of meta-cognitive strategies in English reading is at a moderate level.Monitoring strategy is the most frequently used,followed by regulation strategy and evaluation strategy,and planning strategy is the least frequently used.At the same time,the study finds that there is no significant difference in the overall use of meta-cognitive strategies in English reading between male and female students,but there are significant differences in the use of planning strategies and evaluation strategies,and girls used these two strategies more frequently often than boys.These differences are related to the gender characteristics of students.Girls are more diligent in language learning than boys.The mean values of all dimensions of meta-cognitive strategies of female students are higher than that of male students,indicating that female students are better at using metacognitive strategies in English reading,which is consistent with previous research findings.It can be seen that the level of reading meta-cognitive strategies used by grade two students is not satisfactory.In the process of research,some problems are found in the use of meta-cognitive strategies in English reading by high school students.In view of these problems,some corresponding suggestions are put forward,hoping to provide some enlightenment for future research.More importantly,this study can provide a reference for the classroom teaching practice of English teachers in senior high schools,so that they can pay more attention to the cultivation of meta-cognitive strategies in practical teaching,and finally enable students to use meta-cognitive strategies more effectively and improve their ability of independent English learning. |
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