Research On The Application Of Meta-cognitive Strategies Into Junior Middle School English Reading Teaching

Listening, speaking, reading and writing are four basic skills of English learning. Among them, reading is the focus and core of English teaching in middle school. The improvement of reading ability is conducive not only to the absorption of knowledge, but also to promoting students’ thoughts to develop and cultivate students’abilities of discovering and solving problems. Reading comprehension is increasingly paid attention to by both teachers and students. But our reading teaching hasn’t gotten the expected good results. The author considers that meta-cognitive strategy is an important factor to influence English reading effect of students through the investigation. Meta-cognitive strategies in reading are learners planning, monitoring and evaluating their reading process in concrete reading procedure. English reading comprehension is a positive and interactive process taking place between readers and reading materials, its purpose is to understand the contents of reading. Learners can use these strategies to distinguish, propose and recombine the articles’ theme and meaning of reading materials successfully in order to acquire better reading effect if they can use meta-cognitive strategies proactively. The author uses the research productions related to learning strategies at home and abroad for reference, selects meta-cognitive strategies training as the breakthrough point and discusses how to incorporate meta-cognitive strategies cultivation into English reading teaching of middle school in this paper.To check if English reading teaching based on training meta-cognitive strategies can help and improve students’ level of English reading, the author carries out a teaching experiment and selects 160 students of two classes in Grade Nine, and the students are instructed by the author. Before beginning the experiment, the author designs a questionnaire to know about the current cognition of students’ meta-cognitive strategies. At the same time, the author holds a reading test in the two classes to understand students’ level of reading. Meta-cognitive strategies are integrated in the classroom teaching in the process of the experiment. First, the teacher not only provides rich meta-cognitive knowledge about English reading, but also helps students realize that reading comprehension is an interactive process of applying all kinds of knowledge and strategies and they must plan, monitor, evaluate and regulate this process to insure the improvement of their reading level. At last, the author carries a questionnaire survey and reading test again in the two classes, and reaches the conclusion after analyzing and comparing the dates by using SPSS 20.0.The results show that it can improve the English reading level of junior middle school effectively by training students on meta-cognitive strategies in English reading. It’s necessary to train meta-cognitive strategies consciously in English reading teaching of middle school. Training meta-cognitive strategies can help students enhance their confidence and motivation of reading, it’s helpful for students to plan, monitor and evaluate their reading effectively. While it’s not enough that the teachers only instruct students in meta-cognition in class to achieve the purpose of improving meta-cognitive level of junior school students in reading indeed. The teachers also should encourage students to read a lot ordinarily and guide students to practice what they learned in concrete reading activities consciously in order to make students understand how, when and where they should use meta-cognitive strategies truly.