Chapter 1 Introduction
英语阅读是英语学习的重要组成部分。有巨大的各种英语阅读策略进行调查探讨，在过去的三十年。现在人们更重视英语阅读探讨，从认知的角度比以往任何时期。基于元认知相关的文章和探讨有关，本文从一个新的角度，希望它可以提供一些有益的启示和作用高中英语教育，以及一些高中生英语教育元认知探讨的参考。English reading is a crucial part of English study. There are enormous kinds ofresearches of investigating English reading strategy in the last thirty years. Nowadayspeople pay much more attention to English reading research from metacognitive anglethan any period before. Based on the relevant articles and researches aboutmetacognition, this paper aims to connect metacognitive stiategy with senior highschool English education from a new perspective, in the hope that it can provide someuseful inspirations and implications for senior high school English education，as well assome References for researching on metacognition.
英语教学的内容主要包括英语听，说，读，写。在这四个部分中英语阅读中起着非常重要的影响，因为它占用了很大比例在大学英语入学考试。阅读是一种先进的技能或技术，它不能获得通过被动模仿，但通过有目的的训练，反复归纳和总结。一大群高中学生的阅读能力是一个相对较低的水平上，虽然他们几乎从幼儿园起就学习英语有7年的工作经验。为什么这些学生可以不读有效的原因可以被总结来自各个方面：在教学措施的教师在课堂上提供的是太传统和保守的，如过度强调翻译词字的重要性，解释生词和语法仔细，而不是抓文本和掌握文章的组织结构，学生本身也缺乏英语阅读的兴趣和信心，他们没有足够的知识和客观的评估，了解他们的阅读能力和阅读目标，他们是策略应用的主要思路阅读实践中，他们不能每形式非常好，由于缺乏自我监控能力，利用他们掌握一些阅读策略进行调整。所有这些原因导致不能令人满意工厂英语阅读的作用。近几十年来，英语论文范文，探讨第二语言阅读改变第二语言教学和学习的方式。许多探讨者对元认知的概念做了很多的工作，在过去的三十年。他们声称，元认知积极作用第二语言阅读能力和效益的发展，形成自我主义的学习手段，一个人是能够管理自己的学习行为，学习能力。能力，这是关键元认知元素。自我规划，自我管理，自我监督和自我评价是元认知策略的表现。所以学习者谁也不知道有关元认知策略不能很好地管理自己的学习。因此，英语毕业论文，本探讨旨在连接后设认知与高中英语阅读，调查层层传播，想要高中学生如何使用英语阅读中的元认知策略。本文还试图找出存在的问题，略论出现问题的原因。本文的目的是直接拿出了一些建议，教育工作者和学生，然后提醒他们更注重元认知，促进学生更有效地利用这一战略在其英语学习的目的。The contents of English teaching mainly consist of English listening, speaking,reading, and writing. Among these four parts English reading plays a quite importantrole because it takes up a large percentage in the University Entrance EnglishExamination. Reading is an advanced skill or technique, it cannot be obtained byimitating passively，but through purposeful training, repeated excising andsummarizing. A large group of senior high students' reading ability is on a relativelylow level, although they almost have seven years' experience of learning English sincekindergarten. The reasons why these students cannot read effectively can be concludedfrom the various aspects: the teaching approach teachers provided in class is tootraditional and conservative, such as over emphasizing importance on translating wordto word, explaining new words and grammar carefully rather than grasping the mainidea of text and mastering the organizational structure of article; students themselvesare also lacking in interest and confidence in English reading, and they do not have enough knowledge and objective assessment about their reading ability and readingtargets; they are short of strategy utilization in reading practice, and they cannotperform very well due to a lack of self-monitoring ability to make adjustment by usingsome reading strategies they have mastered. All of these reasons result in theunsatisfactory English reading effects. In recent decades, researches on secondlanguage reading have changed the way of second language teaching and learning.Many researchers have done much work on the concept of metacognition during thelast three decades. They claim that metacognition positively affects the development ofthe ability of second language reading and benefits the formation of the learning ability.The ability of self-leaming means that a person is able to manage his or her own studybehavior, and this is the key element of the metacognition. Self-planning,
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