Learning Strategies In Reading Among Students From The Major Of Pre-school Education In Upper Secondary Vocational School

Improving students’ reading literacy is the most important part of current Chinese teaching goals.Reading learning strategies,as an integral part of reading literacy,have never been taken by Chinese teachers seriously.In the process of reading teaching,many teachers put much emphasis on gaining knowledge from reading and ignoring the significance of teaching students appropriate reading learning strategies to improve their reading literacy.This study mainly adopts the form of questionnaire survey to investigate the reading learning strategies of students who study at S secondary vocational school in Chengdu,trying to understand their understanding aboutpre-reading,while-reading and post-reading activity.The aims are to analyse the use of learning strategies in reading among students in a secondary vocational school and to find out whether the respondents’ understanding of reading strategies differs in their gender,age,grade,junior high school and their parents’ highest education level.As a result,this study can better encourage teachers to improve their skills in the next step and put up with suggestions on reading teaching strategies in class.This article is mainly divided into four parts:The first part is the introduction part of the thesis,including the research background,research questions,research theoretical significance and practical significance,as well as literature reviews related to this research topic.The second part is the overall design and implementation of the survey,including research design,research methods,research objects,the research instrument,questionnaire distribution,recovery,and reliability and validity analysis of questionnaire;the overall situation and difference analysis of reading strategies of secondary vocational school students;and to find out current problems and reasons of this research.The third part is an attempt to propose a theoretical guide and instructional design for reading learning strategies based on the results of the literature review and data analysis.The thesis proposes a model of theoretical guidance and a plan to implement short-and long-term learning strategy practices in practice.The fourth part presents the short-and long-term practice exercises on reading learning strategies in practice supported by the theoretical guidance and instructional design;and provides suggestions for improving teachers’ instructional guidance and increasing students’ opportunities for practice.