Application Of Meta-cognitive Strategies In English Reading Teaching In Senior High School

English as a communicational tool has become a language skill which is necessary for us to master.Listening,speaking,reading and writing are four basic English skills.Among them,reading plays the most important role actually for it lays a solid foundation for other three skills.Therefore,it is highly important for teachers to learn how to teach students to use reading strategies properly and become an independent learner.Since the 1970 s,the focus of researchers has hugely shifted from the teacher-centered class to the students-oriented teaching mode.Meta-cognitive strategy is one of the learning strategies,and a cognitive process over a thinking process.In other words,it is thinking about learning and meta-cognition is based on human cognition.Moreover,it controls other learning strategies.This most advanced learning strategy includes planning,self-monitoring,selective attention and self-evaluation,which are the recipe for promoting learning ability and English grades.Given the importance of meta-cognition and reading,this paper conducted an empirical study on educational intervention and designed a survey about the frequency of using meta-cognitive strategies in the senior high school.By adopting the above methods,the author made data comparison between the English reading grades of the middle-term English exam and the final-term English exam.The purpose of this study is to investigate the relationship between using meta-cognition strategies and raising English reading grades.This research result shows that high school students are able to use meta-cognitive strategies but with different frequency.The selective attention strategy is mostly used while self-evaluation strategy is one type with the lowest rate.What’s more,meta-cognitive strategy teaching contributes to boosting the reading grades of high school students.