不同元认知策略培训方式对高中生英语阅读能力影响的实证研究 .docVIP

　　不同元认知策略培训方式对高中生英语阅读能力影响的实证研究----高中英语教学论文 --1. Introduction 1.1Background of the Study CS) has also been remended into Englishteaching, it has not obtained equal attention. ………. 1.2Purposes and Significance of the thesis This thesis researches the effect of training senior high students’ use of metacognitivestrategies (MCSs) in English reading by explicit and implicit training methods. It mainly aims to find out the tethods tomake connections practice. The significance of the research can bedivided into the tent, this study explores effectivetraining methods of MCS so as to offer some helpful suggestions for English reading teaching,and provide a reference for future research in this field.Practically, MCS training can enhance students’ ability of English readingprehension and their aonitoring and regulating the English reading process. Meanwhile, this thesis isexpected to provide a teaching case for English reading teachers and is helpful -- for Englishteachers to adopt appropriate training methods to improve their teaching effectiveness in theclassroom. ……… 2. Literature Reviee (Goodman, 1967). In 1967, he put foraterial expresses his thought in ation and the reader are linked up. Goodman dividedthe psychological process of language activities into four stages— the experience, forecasting,testifying and affirmation or correction, ation iliar situation in ourminds, and ething the author aterial clues and the reader’s relative knoind. In the third stage, testifying has to be carried out on the basis of getting neation. In the fourth stage, according to the illustration and further information, aterial content is consistent ed or corrected. This is the Goodman’svieindent abroad and athome, including the definition, the classification and the training of MCS. In 1976, John Hurley Flavell first put foretacognition, e concrete objectives, one person acquiresthe neonitoring and consequentlyregulating. There are mainly metacognitive knoetacognitive experiences inFlavel