A Study On Strategies Of Students’ Autonomous English Reading In Junior High School Under The Background Of The New Curriculum Standards

The promulgation of English Curriculum Standards for Compulsory Education(2022 Edition)further highlights the importance of reading education,and cultivating junior high school students’ autonomous reading ability has become one of the important ways to promote the rapid development of future education.Students’ active choice and use of reading strategies can effectively improve their autonomous reading ability,especially their ability to use reading strategies.Therefore,the cultivation of junior high school students’ English autonomous reading strategies can not only improve students’ autonomous reading but also return to natural education.This study investigates junior high school students’ use of reading strategies in a junior high school in Hohhot through questionnaires,interviews,and English tests.By random sampling,100 students are selected from each of the three grades of junior high school,with a total of 300 students for a questionnaire survey.Two English teachers are randomly selected from each of the three grades,and a total of six English teachers are interviewed in a structured way.Then,two English reading scores of the people who fill out the valid questionnaire are collected.Finally,descriptive statistical analysis,One-Way ANOVA,and Pearson correlation analysis are carried out by SPSS 26.0.There are three research questions in this study.Firstly,what is the current situation of junior high school students’ use of English reading strategies under the background of New Curriculum Standards? Secondly,what are the differences in the use of English reading strategies among junior high school students in different grades? Thirdly,what is the correlation between the use of English reading strategies and the reading achievements of junior high school students?In view of the above research questions,the following research results are discussed.Firstly,the frequency of using English reading strategies among junior high school students in Hohhot is at a medium level.Cognitive strategies are most commonly used,followed by social/affective strategies,and finally metacognitive strategies.Secondly,there are differences in the use of reading strategies among junior high school students in different grades.There are differences between Grade9 and Grade 7 in the use of metacognitive strategies,cognitive strategies,and social/affective strategies.There are differences between Grade 9 and Grade 8 in the use of metacognitive strategies,and cognitive strategies.There is no difference between Grade 8 and Grade 7 in the use of metacognitive strategies,cognitive strategies,and social/affective strategies.Finally,there is a strong correlation between the use of reading strategies and reading achievements.Specifically,there is a strong correlation between metacognitive strategies and reading achievements,cognitive strategies and reading achievements,while there is a moderate correlation between social/affective strategies and reading achievements.There is a positive correlation between the use of English reading strategies and reading achievements in different grades.Grade 7 students have a strong correlation with reading achievements in metacognitive strategies and cognitive strategies,while social/affective strategies have a moderate correlation with English reading achievements.As for Grade 8students,there is a strong correlation between metacognitive strategies and English reading achievements,while cognitive strategies,social/affective strategies,and English reading achievements have a moderate correlation.There is a strong correlation between Grade 9students’ reading achievements in metacognitive strategies,cognitive strategies,and social/affective strategies.According to the research results,some suggestions are put forward on cultivating and improving junior high school students’ ability to use English reading strategies from the aspects of metacognitive strategies,cognitive strategies and social/affective strategies,in order to provide reference for junior middle school English reading teaching.