A Study On The Application Of Metacognitive Strategies In Senior High English Reading Teaching

Reading, which occupies an important place in the four basic skills of listening, speaking, reading and writing, is the major means of absorbing knowledge and information for learners. In"New Curriculum standards for High School English","The ability to obtain and manage information through English"will be one of the emphasized training items in senior high school English teaching. However, as a major skill in learning foreign language, reading comprehension is the weakest link between"Students'learning"and"Teachers'teaching". Therefore, the common task that all language researchers and language disseminators have to face is how to improve students'reading competence.Based on the training of metcognitive strategies, under the guidance of metacognitive theory, this paper analyzes the correlation between metacognitive strategies and English reading competence in senior high school, attempts to figure out the best way to integrate metacognitive strategies with the students'intellectual development features into improving their English reading competence. The author has taken empirical research, questionnaire, and case teaching method. It aims to draw the conclusion that metacognitive strategies training can help the students to plan, monitor and assess their reading comprehension autonomously, to improve the reading competence, and help the students to become the independent, sustainable learners. The research shows that it is necessary and applicable to conduct a metacognitive strategy training in students'reading comprehension and metacognitive strategies training can help the students to plan, monitor and assess their reading comprehension autonomously. Their English reading competence has been improved efficiently under the guidance of this strategy.