英语专业本科毕业论文论元认知理论在高中英语阅读教学中用.doc

学科分类号 0502 本 科 毕 业 论 文 题 目（中文）： 论元认知理论在高中英语阅读教学中用 （英文）：The Applying of Meta-cognitive Strategies in English Reading Teaching 姓 名 刘春蕾 学 号 200721110330 院 （系） 外语系 专业、年级 2007级英语专业 指导教师 许艾明 ContentsAbstract……………………………………………………………..1Introduction……………………………………………………...…2Chapter 1 About meta-cognitive strategy.……………..……….…31.1the definition of meta-cognition…………………………….…1.2classification of meta-cognition………………………….……Chapter 2 The meta-cognitive strategy and English reading2.1 The relation between English reading comprehension ability and meta-cognition2.2 The impact of Meta-cognition on Reading Comprehension2.2.1Planning………………………………………2.2.2Monitoring………..…….2.2.3Evaluation……………………………………….….....Chapter 3 The use of meta-cognitive strategies to improve English learners’ interest in English reading3.1 The use of planning strategies3.2 The use of monitoring strategy 3.3 The use of evaluation strategyChapter 4 Meta-cognitive strategy training 4.1 increase awareness of the knowledge of meta-cognitive strategies4.2strengthening the training of meta-cognitive strategies 4.3 creating the reading environment that can raise students' meta-cognitive ability Conclusion…………………………………………………………Notes…………………………………………………………..……Bibliography………………………………………………………..Acknowledgements…………………………………………………The Applying of the Meta-cognitive Strategies in English Reading Teaching AbstractIt is known that reading comprehension is very important among the basic foreign language skills, and how to improve learners’ English reading proficiency has long been a common concern of researchers and English teachers. In the early times, great attention has been paid to the study of teaching in order to find the most efficient method to improve English reading. However, there have been no perfect methodologies so far. In recent years, a gradual shift has taken place in English teaching, resulting in less emphasis on teaching and teachers and more stress on learning and learners, and the focus of research has been shifted from “how to teach” to “how to learn”. This change has opened a new way to language education. Then teachers begin to know that training learners how to read is even more important, which is especially true of Chinese high school students. And owing to compulsory education, students vary a lot in English proficiency. Teachers facing the new and complex teaching environment need to consider how to improve learners’ ability to read independently. On basis of the research on reading strategies, this paper finally focuses on the training of meta-cognitive strategies and how to integrate training into high school English teaching, and puts forward a concretes model of meta-cognitive training. The major purpose of the present study is to explore the effectiveness of explicit meta-cognitive strategies training on reading comprehension of the high school learners. What the task study is that discussing the relationship between meta-cognitive strategies and reading comprehension, how to cultivate students’ meta-cognitive ability in reading comprehension. By using questionnaire, classroom instructions and statistics calculation, the study has found that meta-cognitive strategies are closely related to English reading and instructions of meta-cognitive strategies can enhance reading ability. Key Words: meta-cognitive strategies English teaching reading comprehension 摘  要众所周知，阅读理解在外语语言的基础技能中占有十分重要的地位。

如何提高学生的英语阅读能力和阅读水平长期以来一直是科研和教学人员共同关心的课题本文通过阐述元认知理论以及元认知与英语阅读的关系，重点剖析了元认知策略在英语阅读中的应用及如何利用元认知理论提高英语阅读兴趣，最后本文探讨了教师在英语阅读教学中，如何培养学生的英语阅读元认知能力，提出了三点教育建议可以在一定程度上提高他们的阅读能力关键词：元认知策略 英语阅读教学 应用IntroductionConstructivist learning theory holds that real learning is enough to level thinking activities. Learners must develop their own learning strategies during the process of problem solving. Throughout the various English language examinations in recent years, growing emphasis is put on English reading. How to improve English reading ability becomes a common concern of teachers and students, and it is the key of student’s transformation from Passive to active. As we all know there are so many factors which affect English reading ability. Apart from the basic knowledge such as grammar, vocabulary, the main reasons why students cannot improve their English reading ability are that they lack a Objective evaluation about their own reading ability, and that they lack necessary knowledge about English reading tasks and requirements .some students Lack interest in English reading and reading st。