The Empirical Study Of Metacognitive Strategy In Primary School Higher Grades’ English Reading

English teaching is always around the four language skills in reading, writing, listening and speaking in China. In the four language skills, Reading is considered to be the best way to learn the second language of English. According to the concept of the new curriculum reform, How to enable students to learn English is more and more important for their study. In other words, It is better to teach a man how to fish than give him a fish. Metacognition research has a long history, Metacognition is proposed by J·H·Flavell who is American psychologist. Metacognition is "cognition about cognition", The domestic and foreign research on metacognition of foreign language learning has made great achievements. However, previous studies mostly about college students or high school students, similar comprehensive and systematic studies for primary school students rarely seen in literature. The research about the fifth grade primary school students in reading on the use of metacognitive strategies through questionnaire survey and a non-structural interview for teachers and students, found that students’ metacognitive strategy at the low level. In view of the current primary school English teaching practice, though the experimental group and the control group study before and after experiment design, The researcher have an experiment on the two classes in a primary school students in the fifth grade of Longnan city, after the metacognitive strategy training for three months, to investigate whether there is a relationship between the use of metacognitive strategies and the English reading proficiency in the experimental class. The collected data were analyzed in SPSS 19.0, and the results were found:(1) As samples of this study, Due to the primary school English teaching is not conscious training students’ meta-cognitive strategy, even the primary school higher grades students in English reading is not consciously using metacognitive strategy. The overall low level of students’ metacognition The students are not aware of metacognitive strategies in English reading in primary school, and the metacognitive level is still low.(2) Through training the metacognitive strategy for students, the elementary school higher grades students can learn to use metacognitive strategies. Metacognitive strategies training can effectively improve students’ Metacognitive Strategies in the experimental class, and it is significantly higher than that in the control group.(3) Metacognitive strategies can effectively improve students’ reading ability in English reading, after the experiment, the improvement of metacognitive strategies in the experimental class has promoted the improvement of students’ reading ability. Compared with the control class, the reading proficiency of the experimental class was significantly higher than that of the control group.(4) After metacognitive strategies, the metacognitive strategies of students with different learning levels are not the same. The metacognitive strategies of the students with high score group were significantly higher than those in the middle and low groups.