An Observational Study On English Reading Cognitive Strategies Of High Quality English Reading Classes In Junior High School

With the deepening of the reform of the new curriculum,efficient English learning strategies have been the first place among the English curriculum aims.Especially,reading cognitive strategy,as an integral part of language learning strategies,has been studied by a lot of educational researchers.Although many domestic and foreign scholars have studied the cognitive strategy,reading strategy,and reading cognitive strategy,there are few studies of reading cognitive strategy by observing students in the classroom.Consequently,these studies are not profound enough to guide the English teaching class and the application of reading cognitive strategy in our English class is not taken much seriously.In order to improve and perfect the present situation of English reading class,researches on English reading cognitive strategy and summaries of its advantages not only have theoretical value,but also have great practical significance.Firstly,nine teaching videos of high-quality reading lessons are taken from The Eleventh National Junior High School English Teaching Demonstration Lessons as the observation sample in this thesis.During the pre-study,the “observation scale” is compiled and consists of the following factors: teachers’ guiding methods,types of strategies,time of using strategies,cognitive levels,organizational forms,strategy learning activities and teachers’ ways of learning evaluation.After observing the videos,recording,taking notes and transcribing,the related observation data is analyzed.Finally,some effective advice for teachers in normal class are put forward in this thesis.By observing and studying videos of the nine selected English teachers,the author concludes as follows.High-quality class teachers’ guiding methods are various;strategies used by these teachers are mainly elaborative strategy and organizational strategy;cognitive levels are diversified;organizational forms are mainly individual and group cooperation;strategy learning activities are mainly silent reading,question answering and group activity;and teachers’ ways of learning evaluation are various.The thesis recommends that junior high school English teachers should improve their consciousness of reading cognitive strategy and enrich their guiding methods;strengthen the pertinence of different strategies in use;ensure the diversification of the cognitive levels;make the main organizational form is individual and group;ensure to launch the reasonable and various strategy learning activities;and make teachers’ ways of learning evaluation diverse.