Research On The Training Of High School Students’ Meta-strategies In Reading Class

With the deepening of the economic globalization, the culturalexchanges among peoples are much closer. English as an internationallanguage, its influence is growing. English learning and teaching are alsoattracting more and more attention. The aim of high school English teachingis to enhance their ability for further study and to develop their basic ability inEnglish both in listening, speaking writing and reading. And among themreading plays a very important role in English learning, because it is the mainway for the English learners’ to understand the culture of the English-speakingcountries, reading occupies a very important position now. And for a highschool student, the pressures of the entrance exams make them have to facethe importance of English study. And reading occupies a considerableproportion in the exam, so it is particularly stressed. The high school studentsare required to complete reading about300,000words in the New CurriculumStandards. But high school students in this region are difficult to reach thisgoal because of the reading skills and scheduling issues.To solve these problems, the aim of this research is to use the knowledgeof Meta-cognitive reading strategies to train the students to use Meta-cognitive strategies in reading class, so as to improve their comprehensiveability, to improve their English achievements and to use English in reality.The author combs the knowledge of Meta-cognitive strategies first andthen makes assumptions. Finally the author proves the help of the Meta-cognitive strategies in the improvement of the English reading ability. Thereare100high school students joined in the experiment, including50in theexperimental class and50in the controlled class. Pre-test, post-test,questionnaire, interviews and other research methods are used in theexperiment. Experimental results show that after the Meta-strategies training for8weeks, the students in the experimental class have achieved thefollowing achievements: the students’ reading comprehension and test scoresare greatly improved; The students can also use Meta-cognitive strategies intheir reading and therefore can make their reading more effective.