元认知策略在初中英语阅读中的应用.doc

Contents
Chinese Abstract 2
English Abstract 3
Introduction 4
Research Background 4
Research Significance 4
Literas are presented for teachers and students to stimulate the consciousness of using the metacognitive strategy in English reading and promote the teaching effect.
Key words： English reading; the metacognitive strategy; junior middle school
Introduction
Research Background
Under the background of exam-oriented education, English subject is highly stressed. Reading is a crucial skill of English learning which reflects students* comprehensive language ability. In Junior middle school, reading for English learning status is prominent. The New English Curriculum for Chinese Primary Schools and Junior Middle Schools revised in 2011 (hereinafter referred to New Curriculum) asks teachers to help the students learn varieties of learning strategies. Reading is a useful method to help students get more information as well. Therefore, developing students9 reading ability is of the utmost importance.
Based on New Curriculum, students are required to carry out the goals of the level 3-5 respectively when they finish their education in junior middle school. They need to have a definite motivation and confidence in learning English within 3 years. In terms of the cultivation of reading ability, they should be able to infer the new words through connecting with the context and word-formation. Students should be capable of understanding the relationship between the lines and finding the theme of the article, etc. Therefore, it is worth studying how to improve students* English reading performance through reading strategies.
At present, students of junior middle school in China generally have many problems in English reading. For example, students have weak reading autonomy. It is hard for them to extract key information from the passage properly. New Curriculum emphasizes the integration of learning strategy training in classroom teaching and practice. It can co