The Applying of the Met-cognitive Strategies in English Reading Teaching 论元认知理论在高中英语阅读教学中用.docxVIP

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The Applying of the Met-cognitive Strategies in English Reading Teaching 论元认知理论在高中英语阅读教学中用.docx

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The Applying of the Met-cognitive Strategies in English Reading Teaching 论元认知理论在高中英语阅读教学中用

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 姓名学号 200721110330 院（系）外语系专业、年级2007级英语专业指导教师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-cognition2.2The 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 strategy3.3 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 strategies4.3 creating the reading environment that can raise students meta-cognitiveabilityConclusion…………………………………………………………Notes…………………………………………………………..……Bibliography………………………………………………………..Acknowledgements…………………………………………………The Applying of the Meta-cognitive Strategies in English Reading TeachingAbstractIt 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 be