The Cultivation Of Meta-cognitive Strategies In Senior High School English Learning

The National High School English Curriculum Standards(2017)proposes that the English teaching of senior high school aims at cultivating students’ core competence of English discipline.And English learning ability plays a key part in the core competence of English discipline.Meanwhile,the highly efficient use of English learning strategies will greatly improve students’ learning ability.Therefore,it is very important to cultivate students’ English learning ability and learning strategies consciously,especially meta-cognitive strategies in senior high school English teaching.The National High School English Curriculum Standards(2017)also points out that meta-cognitive strategies refer to strategies for students to plan,monitor,evaluate,reflect and adjust their learning process or learning results in order to improve English learning efficiency.Within these research backgrounds and based on the literature reviews on meta-cognitive strategies and meta-cognitive strategy cultivating,this study focuses on the following three issues:1.What’s the current situation of meta-cognitive strategy application in senior high school students’ English learning?2.Could meta-cognitive strategy cultivating improve English learning ability of senior high school students?3.What implications does meta-cognitive strategy cultivating bring to the English teaching and learning in senior high school?For above questions,in order to investigate the application situation of meta-cognitive strategies among senior high school students and study the effectiveness of meta-cognitive strategy cultivating in improving students’ English learning ability,this research takes sixty senior high school students from class one grade one in L No.1 middle school as the research subjects to do an eight months’ practical survey under the guidance of Constructivism Learning Theory and Humanistic Learning Theory.In the whole course of this research,the questionnaire and pre-interview are used to investigate students’ deficiencies and problems in the application of meta-cognitive strategies.On this basis,according to the classification of meta-cognitive strategies,the research cultivates students’ meta-cognitive strategy application ability through guiding students to set goals and plans,to monitor and regulate their English learning,to self-evaluate and self-reflect their English learning during the first semester’s daily teaching of senior high school and in the winterholiday online classes.Then the results of this study are obtained through the comparative analysis of students’ achievements of first test score after they enrolled the school in this semester and the first test score of the second semester,the interviews before and after meta-cognitive strategy cultivating,and students’ learning journals during the cultivating period.The results of the study show that: the meta-cognitive strategy cultivating has a positive impact on senior high school students’ English learning.It improves students’ English learning ability and promotes students’ English learning efficiency.Students’ awareness of using meta-cognitive strategies in and out class is also strengthened,and students could guide their English learning after meta-cognitive strategy cultivating.To be specific,after the cultivating of meta-cognitive strategies,students could set clear English learning goals and practical learning plans for them.In the process of learning,they can monitor and regulate their own learning.At the end of learning tasks,they also can evaluate and reflect their own learning results.Therefore,students make great progress in English learning,and the English grades of students are gradually improved.Meta-cognitive strategy cultivating also increases students’ English learning interests and helps students form good English learning habits.What’s more,the meta-cognitive strategy cultivating lays a good foundation for life-long learning to senior high school students.