An Experimental Study On The Metacognitive Reading Teaching Mode In English Teaching Of Junior High School

At present,the basic education curriculum reform emphasizes the core competence’s guidance of the English curriculum theory,especially the attention to language ability,cultural character,thinking quality and learning ability.However,in basic English teaching for Chinese students,the conventional reading teaching concepts have not been fundamentally changed.Teachers attach importance to teaching language knowledge,and students cannot understand the text at a deep level.Aiming at the problems existing in the English teaching of basic education,the metacognitive reading teaching model aims to improve the junior middle school students’ English reading ability and enhance the metacognitive consciousness of them;it provides a new idea for junior high school English teachers’ reading class and improves the teaching efficiency of English reading class,ultimately improve their teaching practice.Based on metacognitive theory,ternary theory of intelligence,and the theory of motivation,this study conducted the experiment on 86 students in Grade Three of a junior high school in Shihezi,Xinjiang Uygur Autonomous Region.Among them,43 are in the experimental class and 43 in control class.This study uses experiments,tests,questionnaires,and interviews to study the feasibility and effectiveness of the metacognitive reading teaching model in the teaching of English reading in junior high school.There are three research questions in this study: First,What impact does the metacognitive reading teaching model have on subjects’ reading comprehension performance? Second,what impact does the metacognitive reading teaching model have on subjects’ reading comprehension ability? This question contains the following four sub-questions.How does the metacognitive reading teaching model affect the subjects’ ability to extract fact details,the ability to guess the meaning of words,the ability to reason and judge,and the ability to summarize the subject matter? Third,what impact does the metacognitive reading teaching model have on the participants’ metacognitive ability? This question also contains the following six sub-questions.How does this model affect the participants’ metacognitive planning ability,monitoring ability,adjustment ability,reflection ability,and self-efficacy and attribution belief?The results are as follows: First,the metacognitive reading teaching model has a positive effect on the English reading scores of the subjects.The English reading scores before and after the experimental class and the English reading scores between the experimental class and the control class have significant differences.Secondly,the implementation of the metacognitive reading teaching model can improve the reading comprehension ability of the subjects.The ability to extract facts and details,the ability to guess the meaning of words,the ability to reason and judge,and the ability to generalize the subject are significantly improved in the experimental class.Besides,there are significant differences in reading comprehension ability between the experimental and the control class.Third,the metacognitive reading teaching model can improve the participants’ metacognitive ability.The subjects ’metacognitive planning ability,monitoring ability,adjustment ability,reflective ability,self-efficacy and attribution beliefs in the post-test experimental class were significantly different from the subjects’ pre-test metacognitive abilities.The subjects’ metacognitive abilities in all aspects are higher than the control class’ s abilities.The enlightenment of this research to junior high school English teaching are as follows: First,teachers should have a deep understanding of the metacognitive function of reading texts.In the implementation of reading teaching,teachers are expected to deeply understand that reading text is a carrier which has a positive impact on students’ metacognitive ability.Second,teachers are expected to design flexible metacognitive reading schemes.Teachers are expected to create a reading environment which can develop students ’subjectivity,promptly remind and guide students to use metacognitive thinking strategies to think and solve the problems,and pay particular attention to improving students’ problem solving skills through the teaching of metacognitive strategy.Third,teachers need to pay close attention to the efficiency of the class sequences and improve students’ classroom participation.