Meta-cognitive Strategy Training In Developing Learner Autonomy For Senior High School Students

An ancient Chinese saying goes,“Give a man a fish and he eats for a day,teach him how to fish and he eats for a lifetime.” Teaching students to learn knowledge is important,but it is more important to teach students how to learn.Developing students' ability of autonomy is one of the important goals of foreign language teaching which lays the foundation for the future study and development of the students.And under the influence of the New Curriculum Reform,the implement of teaching with a guided learning plan and the student-centered principle shows that the development trend of the today's education,high standards is ability of learner autonomy is proposed for high school students' ability of learner autonomy.The reform of the college entrance examination will change English examination into a socialized examination,which will enable students to get more chances.This fact also puts forward new requirements for the ability of high school students' learner autonomy.Senior one is the golden stage of high school students to develop good habits.Therefore,it's a great significance to improve senior one students' ability of learner autonomy.Meta-cognitive strategies also called the self-control learning strategy,which guide students to be good English learner autonomy.Meta-cognitive strategies are regarded as the key factor of cultivating students' English learner autonomy.It's a important part of the learning strategy established by the new English Course Standard for the basic education stage.Meta-cognitive strategies include how to make the study plans,how to monitor their learning process and how to make proper self-assessment.The subjects of the experiment is the senior one students from Datong Experimental Middle School,altogether two classes in total 108 students(54 students in each class)are chosen which are at the same level.One is experimental class which has meta-cognitive strategy training,another is reference class which has no experiment.In experiment class,the author divided the meta-cognitive strategy training into three steps,first the author introduces the significance of using meta-cognitive strategies to the students and help students to analyze the situation of their own study.Second,the author trains students to set goals and makes plans.Last,the author guides students to make self-monitoring and self-evaluation in their learning process.After the experiment,make investigation about students' meta-cognitive strategies and learner autonomy in two classes,compare the index before training with the index after training,and finally analyze the correlation between the English learning achievements and learner autonomy.The experiment results show that the students' ability of learner autonomy has significant improvement,and the experiment class has higher mean score than the control class.Integrating the meta-cognitive strategy training into the English teaching can develop senior high school students' ability of learner autonomy and improve their scores.The implications of this research are as follows:(1)Teachers should conduct the systemic guidance and training of students' learning strategies as much as possible.(2)Teachers should change the role of teachers and students,cultivating students' learning autonomy.(3)In accordance with students' aptitude,teachers should stimulate their intrinsic motivation by various activities.The author hopes that the results of this study can attract high school English teachers' attention to train students' meta-cognitive strategies,integrate these strategies into English teaching to cultivate the high school students' ability of learner autonomy.