高校工科专业学生阅读策略元认知训练

Metacognition Facilitation for Reading Strategy among Students of Engineering Major

"卓越工程师教育培养计划"对工程技术人才的英语综合素质和阅读能力提出了更高的要求,而目前高校工科专业学生的实际阅读水平普遍和这一要求存在明显差距。阅读策略元认知能力有助于学生正确认知自己的阅读过程并对其进行有效的监控和调节,提高学生英语自主学习能力。本文在元认知相关理论的指导下,探讨如何在综合考虑"卓越计划"视野下的大学英语学习目标,工科专业学生的特征和认知过程的阶段性特点这三者的基础上,实施阅读策略元认知训练,提高了工科学生的阅读能力,改善了阅读效果。

While the ＂Education and Training Programs of Excellent Engineers ＂ has urged for a generation of engineering talents with better English qualification, the reading capability of the students in engineering major is still not satisfactory. Metacognition training for reading strategy can help students better understand its reading procedure and facilitate effective monitoring and modification, hence improve their self-learning ability in English acquisition. Armed with theories of metacognition and its facilitation, this essay tries to explore the way of metacognition training for reading strategy among students in engineering major, on the basis of comprehensive understanding of the goal of college English education in the light of ＂Education and Training Programs of Excellent Engineers＂ as well as the characteristics of engineering students and their cognition features.