Application Of Meta-cognitive Strategy In Junior High School English Reading Teaching

Reading is very important for English learning,especially for growing primary and secondary school students.Reading teaching is not only to lay a solid language foundation for them,but also to develop language skills and form good English language literacy.But at present,there are still many limitations in English reading teaching.In view of these problems,this study proposes to apply meta-cognitive strategies to reading teaching in order to change the current teaching situation,and gradually cultivate students’ reading interest and improve their reading performance.Based on meta-cognitive theory and information processing theory,this paper conducts an experimental study on two classes of students in Shimen Junior High School,which are divided into control class and experimental class,and applies meta-cognitive strategy in English reading teaching in experimental class.This paper mainly discusses whether meta-cognitive strategies can stimulate students’ interest in English reading and improve their reading scores after they are applied to middle school English reading teaching.The results show that teachers guide students to plan before reading,clear reading tasks,predict the content of reading materials,choose learning strategies,and monitor students’ reading activities.Adjust learning strategies and reading speed in reading,correct the problems in reading prediction;After reading,reflect on your comprehension of the material and the actual execution of the reading task.Students can master effective reading methods,improve reading interest and improve reading performance.