Research On The Application Of Meta-cognitive Strategies To English Reading Teaching In Senior High Schools

Listening, speaking, reading and writing are the four basic skills for English learners. Of the fours, Reading is the core of senior English teaching. In senior English class, reading is regarded as a sufficient way to get the knowledge and culture of Britain and America countries. The improvement of reading ability is not only helpful to absorb knowledge, which paves a way for the development of logic but also cultivate readers'ability of problem-discovering and problem-solving. In terms of college entrance examinations, reading comprehensions in the English paper covers one third scores (the full marks of the English paper is 150, while the reading comprehension covers 50) in recent years which are becoming a big challenge for English reading teaching. Although most of the high schools make efforts to English reading, the result is not satisfied. Personally, I think meta-cognitive strategy is one of the key factors which has an effect on English reading.The senior English course standard points out that teachers should help students build up their own learning strategies. Learning strategies mean methods and skills to improve learning efficiency. Meta-cognitive strategy is one important learning strategies. It has been applied into many fields after its formation and it can be applied to instruct the English teaching. Meta-cognitive strategy includes planning strategy, controlling strategy, regulating strategy and evaluating strategy. These strategies are critically important in enhancing the readers'comprehension ability. Under the title of the Teaching of Reading in Senior High School based on the Meta-cognitive strategy. The author uses concrete statistics to explore the application of the Meta-cognitive strategy in English reading teaching.In this thesis, the author firstly states the importance of reading based on both the course standard and demand of the college entrance examination. Then, introduce the definition and classification of meta-cognitive strategy. Thirdly, introduce the relationship between meta-cognitive strategy and reading. Fourthly, introduce the theory basis and the study of meta-cognitive strategy in reading abroad and in China. On the basis, the author reports the survey on the use of meta-cognitive strategy in English reading among Grade One students in Wencheng High School in Wenzhou. The author mainly adopts questionnaire and talk to get the result:students don't use or use only a few meta-cognitive strategies while they are reading. The result tells our English teachers that we should pay more attention to directing students to use Meta-cognitive strategy in English reading.The author hopes what she has put forward in the dissertation can have a positive function to enhance students'comprehension ability and can be of some help and value to the colleagues.