A Study On The Application Of "Learning To Learn" Concept In Senior High School English Reading Teaching

"Learning to Learn",as one of the specific indicators in the "four pillars of learning" of lifelong learning education,has garnered a lot of scholarly attention since it was launched.In the ongoing investigation,most scholars have addressed its rich connotation,evaluation system and influencing factors.However,few scholars have integrated it with English subject to explore the application of "Learning to Learn" in high school English reading classrooms.In order to better integrate the "Learning to Learn" concept with English subject,this thesis takes students in two classes of the first year of senior high school as the experimental objects,who come from a general high school in Dalian,Liaoning Province,and adopts questionnaires,classroom observation and interview.The research questions of this thesis are:（1）What changes have occurred in students’ attitudes and habits toward learning English after practicing the "Learning to Learn" concept?（2）What changes have taken place in students’engagement in the English classroom after practicing the "Learning to Learn" concept?（3）What changes have been seen in students’ English reading levels after practicing the"Learning to Learn" concept?The following results are derived from this study:（1）Students’ learning attitudes and habits changed significantly after practicing the "Learning to Learn"concept in high school English reading classrooms.In the English classroom,Students were able to concentrate and listen carefully,and students’ attention span increased dramatically.So they maintained a favorable attitude toward learning English and good study habits in the reading class.（2）Students’learning status in the English reading classroom altered from initially being listeners to being fully engaged in the English classroom session.During this period,teacher-student interaction kept increasing,classroom performance was effective,and students’ overall classroom engagement dramatically enhanced.（3）Students’reading levels consistently progressed in the English classroom after practicing the "Learning to Learn" concept in high school English reading classrooms.Concretely,students’correct rates of summarizing the main idea and the author’s writing intention steadily increased,and they continued to master the skills of answering detailed comprehension questions in the reading comprehension.It is evident that the implementation of the "Learning to Learn"concept in high school English reading classrooms has brought about different improvements in students’English learning attitudes and habits,classroom engagement,and English reading levels.It can be inferred that the "Learning to Learn" concept in high school English reading classrooms has created a meaningful impact on students.Finally,this study sheds light on some shortcomings in the implementation process,which should be improved in the subsequent studies to continuously optimize the experimental process.