| Metacognitive strategy,as the top learning strategy,is an important index to measure students’ core competence.In the age of digital multimedia,its importance and necessity can not be overstated.As one of the five main language skills,English reading not only occupies a high proportion of scores in the college entrance examination,but also is widely used in real life.Therefore,the cultivation of students’ metacognitive strategies becomes the focus of the research.The research follows the thinking patterns in reading among senior high students,selects four core metacognitive strategies,and investigates the current situation of English reading teaching in senior high school,keeping pace with the times.The research mainly focuses on the following two questions,namely:(1)What is the overall situation of metacognitive strategy used in English reading among senior high school students? And what problems do they have during the process?(2)What are the reasons for these problems?The research object were the students selected from a senior high school in Harbin.The data collection and sorting were carried out by the combination of questionnaire,classroom observation and interview,and SPSS26.0 was used to analyze the data.The survey found that the overall use of metacognitive strategies in English reading among students in a senior high school in Harbin is not high and uneven.They are selective attention strategy,planning strategy,monitoring strategy and evaluating strategy respectively,from high to low.Besides,the author attributed the current situation from external factors and internal factors.The influencing factors of planning strategies were the development of students’ metacognitive level and the difficulty of learning materials.The influencing factors of selective attention strategy were previous background knowledge and self-efficacy.The influencing factors of monitoring strategy were learning attribution style,self-efficacy,the development of students’ metacognitive level and teacher’s factors.The influencing factors of evaluating strategy were learning attribution style,the difficulty of learning materials and teaching information feedback.According to the existing problems and influencing factors in the school,the author gives the following suggestions: use planning strategies to develop English reading plans and set positive reading goals;adjust selective attention strategies and enrich relevant metacognitive knowledge to enhance senior high school students’ self-efficacy in English reading;adopt monitoring strategies to activate senior high school students’ formal schema and summarize the English reading methods;improve evaluating strategies to guide senior high students to make correct attributions and to reflect positively on their evaluations in English reading.This research has some reference value for further related research,but there are also some limitations that hope to be further improved in the future research. |
