An Action Research On Cultivating Students’ Meta-Cognitive Strategies In English Reading Teaching In Senior High School

English reading is an important component of cultivating foreign language skills,and English reading ability is a key factor in measuring students’ English proficiency.English Curriculum Standards for Senior High School(2020 Edition)proposes that teachers should attach importance to the cultivation of students’ learning strategies and guide students to make good use of them.In addition,language skills and learning strategies complement each other.However,some teachers do not focus on the teaching of learning strategies in the traditional English reading class,which results in students’ lack of confidence in the process of reading and losing interest in learning English.In recent years,more and more scholars are becoming aware of the importance of cultivating students’ meta-cognitive strategies.Meta-cognitive strategies,as one of the important learning strategies,primarily refer to the management consciousness and behavior that students adopt for the whole learning process in order to promote their learning efficiency.Therefore,students need to learn to use meta-cognitive strategies in the process of English reading,which is conducive to improving their learning efficiency and reading performance.Based on the necessity for students to use meta-cognitive strategies and the importance of reading in English learning,the author conducts the action research to explore how to cultivate students’ meta-cognitive strategies in English reading teaching.The research questions are as follows:(1)In senior high school English reading teaching,how can teachers guide students to grasp and use meta-cognitive strategies?(2)What is the effect of the cultivation of students’ meta-cognitive strategies in English reading teaching?In this study,54 freshmen from one class of a senior high school in Jinzhong City are selected as the research participants.And a 16-week meta-cognitive strategies cultivation among students was conducted in English reading teaching.The research instruments are reading tests,questionnaire and interview.The author uses SPSS 26.0 for data analysis.There are two major results for this research.Firstly,in guiding students to understand and use meta-cognitive strategies,teachers can adopt the following teaching model: preparation,application,independent practice,evaluation,summary,and expansion.Secondly,the cultivation of meta-cognitive strategies enhances students’ understanding of meta-cognitive strategies,leading to a great mastery and a significant increase in their frequency of use.Besides,with the application of meta-cognitive strategies,the English reading performance of high school students has improved.In view of the above findings,the author puts forward some implications.Teachers should pay attention to developing students’ meta-cognitive strategies and encourage students to actively use the strategies during reading,so that they can improve their reading efficiency and reading performance.Besides,students also need to realize that flexible use of meta-cognitive strategies in the reading process is an active process of construction and autonomous learning,which helps them stimulate reading interest and cultivate good reading habits.