An Analysis Of Learning Strategies In The Version Of Compulsory 1 Textbook From The Press Of Chongqing University Based On The New English Curriculum Standards For Senior High School

Learning strategy is an important content of Chinese senior high school English curriculum objectives, which includes cognitive strategies, regulative strategies, communication strategies and resource strategies. The training and using of learning strategies relate closely to the enhancing of overall language ability. At the same time, the English teaching materials are vital resources connecting both students and teachers. Therefore, combining learning strategies with teaching materials to analyze learning strategies shown in teaching materials is of great advantage for students, teachers and editors.The version of textbooks from the press of Chongqing University is widely used in Chongqing district. So analyzing it could know the training and using situation of learning strategies in Chongqing. Thus, this article mainly focuses on the learning strategies which are reflected in “tips” and the instructional directives of the teaching materials. And then after students’ questionnaire and teachers’ interview, this article tries to answer the following questions:1) What learning strategies are displayed in the version of compulsory 1 textbook from the press of Chongqing University? And in what proportion are these strategies displayed?2) What learning strategies are used now by Senior One students in Chongqing? Are there any differences between these and the strategies described in the new Curriculum?3) Do teachers have a clear idea on what strategies their students should use? And how could teachers train students’ learning strategies in the classroom teaching?Through analyzing, firstly, the version of compulsory 1 textbook from the press of Chongqing University shows all the description about learning strategies in the new curriculum, among them the cognitive strategies are displayed most frequently, but regulative strategies are the least. Secondly, communication strategies and resource strategies are the most widely used strategies by Senior One students, but regulative strategies are the least ones. And there are some differences between the strategies which are used by students and strategies displayed in the textbooks, the same between the strategies which is used by students and strategies described in the new Curriculum. Finally, teachers have certain understanding about learning strategies. But they need training to make their classes more effective in teaching learning strategies. The author hopes that this article could help teachers teach learning strategies more valid, students’ using learning strategies meet the requirements of the new curriculum standard and the textbooks become more in line with the requirements of the new curriculum.