《英语专业本科毕业论文论元认知理论在英语阅读教学中的应用》由会员分享，可在线阅读，更多相关《英语专业本科毕业论文论元认知理论在英语阅读教学中的应用（28页珍藏版）》请在金锄头文库上搜索。
1、学科分类号 0502 树达学院本 科 毕 业 论 文 题 目（中文）： 论元认知理论在英语阅读教学中的应用 （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 English reading comprehension teaching1.1 Related researches about En
2、glish reading teaching at home and abroad1.2 The existing problem of English reading teaching in Chinese high schoolChapter 2 the meta-cognitive strategy and English reading 2.1the definition of meta-cognition.2.2 classification of meta-cognition.2.3 The relation between English reading comprehensio
3、n ability and meta-cognition2.4 The impact of Meta-cognition on Reading Comprehension2.4.1Planning2.4.2Monitoring.2.4.3Evaluation.Chapter 3 the training of Meta-cognitive strategy 3.1 increase awareness of the knowledge of meta-cognitive strategies3.2strengthening the training of meta-cognitive stra
4、tegies 3.3 creating the reading environment that can raise students meta-cognitive ability ConclusionNotes.Bibliography.Acknowledgements The Applying of the Meta-cognitive Strategies in English Reading TeachingLiuchunleiAbstract： Due to the importance of reading among the basic skills in foreign lan
5、guage learning, how to improve students English reading proficiency has long been a common concern of researchers and English teachers. This thesis is a tentative study of improving students reading proficiency from the viewpoint of the meta-cognitive strategy training. In the early times, great att
6、ention had been paid to the study of various teaching methodologies in order to find the most efficient one. However, there seemed to be no way not .For one thing, none of the methodologies can be said to be perfect. For another, there is no perfect methodology to everyone, if students are really tr
7、eated as individuals. It was not until the 1960s that the focus of research shifted from how to teach to how to learn. For the first time, it was widely acknowledged that training students how to read was even more important. Nowadays, the number of students is always on the rise. As a result, teach
8、ers have to face a class of 40 to 60 students, whose English reading proficiency varies a lot. In order to adapt to the new teaching environment and achieve the educational objective, teachers should consider how to foster students ability to read independently. Drawing on the research on learning s
9、trategies at home and abroad, this thesis finally decides on the training of meta-cognitive strategies and probes how to integrate meta-cognitive strategy training into English reading teaching for middle school students. Key words： meta-cognitive strategies； English reading teaching摘要:由于阅读在外语语言基本技能
10、中的重要地位，如何提高学生的英语阅读水平长期以来一直是研究人员和英语教师共同关心的话题。本文试图从元认知策略培养的角度出发来探讨这一问题。起初人们主要从教的方面来解决这一问题，试图找到一种最有效的教学方法，然而，没有哪种教学方法可称得上是完美无缺的，也没有哪种教学方法能适合于所有的学生。直到20世纪60年代，人们才把研究的重点从“怎样教”转向“怎样学”，为这一问题的解决开辟了新的思路。教师第_次意识到教会学和如何自主阅读更为重要。目前中国学生在校人数不断增加，教师面临的往往是40到60人一个班的大课堂，同一班级学生的英语水平参差不齐，差距很大，为了适应新的教学环境同时达到英语教学的最终目的，教
11、师应该考虑如何培养学生的独立英语阅读能力。本文借鉴国内外有关学习策略的研究成果，选定以元认知策略培养为切入点，并探讨了如何将元认知策略培养融入到中学英语阅读教学中去。关键词： 元认知策略； 英语阅读教学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.
12、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 students transformation from Passive to active. As we all know there are so
13、 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 an Objective evaluation about their own reading ability, and that they lack necessary knowledg
14、e about English reading tasks and requirements .some students Lack interest in English reading and reading strategies. Some students maybe have the interest in English reading and reading strategies, but they Lack ability of self- monitor and self- regulate during the process of reading, so they cannot reach effectiveness in E
