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本文旨在探讨大学生在课外英语阅读中的元认知使用情况如何·如何有效地将元认知的三个成分融入阅读元认知策略训练之中·通过问卷调查和SPSS数据分析得出大学生课外阅读元认知使用并不高,学生不能自觉地用元认知知识指导自己的课外阅读,有很好的阅读计划但不能正确地监控自己的阅读行为,不能对自己的阅读速度和理解情况进行检测,缺乏必要的阅读技巧。
The purpose of this paper is to explore how college students use metacognition in extracurricular English reading. How to effectively integrate the three components of metacognition into the training of reading metacognitive strategy. ·Analyze college students after class by questionnaires and SPSS data analysis. The use of meta-cognitive reading is not high. Students cannot consciously use meta-cognitive knowledge to guide their extra-curricular reading. They have good reading plans but cannot monitor their reading behavior correctly. They cannot perform reading speed and comprehension on their own. Testing, lack of necessary reading skills.