Exploring High School English Reading Teaching from the Perspective of Metacognitive Theory: Taking How Life Began on the Earth as an Example

Shenyi Chai; Yajun Qi

doi:10.54097/98yakf79

Authors

Shenyi Chai
Yajun Qi

DOI:

https://doi.org/10.54097/98yakf79

Keywords:

Metacognitive Theory, High School English Reading, Teaching Strategies

Abstract

Amid globalization, English reading competency emerges as a core educational priority, with Metacognitive Theory serving as a pivotal framework for enhancing reading autonomy. Current high school English reading instruction confronts challenges including monotonous pedagogical approaches and deficient student metacognitive awareness. Adopting a Metacognitive Theory lens, this study investigates the practical application of Metacognitive Strategies through a case analysis of How Life Began on the Earth, designing teaching stages encompassing planning, monitoring, and regulation. Findings demonstrate that integrating Metacognitive Theory into reading instruction significantly elevates students’ reading depth, critical thinking quality, and autonomous learning capability, thereby providing both theoretical support and actionable pathways for advancing high school English reading pedagogy.

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