The Study Of How To Improve Senior High School Students' Self-regulated Capability In Teaching English Reading

The twenty-first century is the era of the knowledge economy, in which we are required to master rich knowledge; on the other hand, the economic globalization promotes us to learn English well. Under such circumstance, this thesis will have a close examination of the English teaching in senior high school and hold that the English teaching in high school should not only improve students'language skills, but also cultivate their self-regulated learning ability, namely, the student-centered self-regulated leaning ability. It's an effective solution to improve teaching quality and students'reading ability by means of conducting self-regulated reading. As for the theoretical research of self-regulated learning, though it has a long history, and it is employed both home and abroad in the English teaching practice with great achievements, it is not widely carried out and some areas remain blank, especially the practice of teaching English reading. This research intends to heighten the students'reading level, improve their capability of self-regulated learning and make themselves new capable learners.By observation, the author finds out two aspects of reasons leading to students'lack of self-regulated reading ability: from the students'aspect, students'philosophy of reading, self-confidence in managing reading, self-awareness of reading as well as meta-reading knowledge; from the teachers'aspect, the existence of traditional teacher-oriented view, teachers'control of students'participation, teachers'over-expectation, and the limitation of teachers'professional knowledge. This thesis aims at dealing with these problems. By using the research methods of literature review, inspection, experiment, and case study, connected with the practice of teaching English reading, the author summarizes some English teaching models including"three dynamics"reading model, task-based model, self-exploration model and man-computer interaction model. Practical teaching cases are used to evaluate the models with the hope that they will play effective roles in English self-regulated reading teaching and solve the problems existing in current high school English reading teaching.