新课标背景下中学生英语学习策略的培养

The Cultivation of English Learning Strategies for Middle School Students under the Background of the New Curriculum Standards

摘要: 当前，学习策略对中学生英语学习产生多方面影响，探究其内涵及使用方法对英语教学具有重大意义。学习策略包含元认知、认知、交际和情感策略等层面，与学生英语学习能力密切相关。分析学习策略使用现状及问题，探究其对中学生英语学习的作用机制，具有重要理论和实践意义。本研究采用文献分析的方法，系统考察中学生英语学习中学习策略的使用及其影响。研究发现，学生学习的主动性、教师教学的策略、评价体系等都对学生学习策略的使用有一定影响。针对此现状，文章分别从四个层面提出一系列提高中学生英语学习策略使用的方法。研究结果表明，合理教授学生学习策略，引导学生学会学习，同时注意防范其负面影响，能够提高中学生英语学习效果。研究结果对改进中学英语教学实践、促进学生语言能力发展具有一定参考价值。

Abstract: At present, learning strategies have multiple influences on middle school students’ English learning. Delving into their connotations and application methods is of great significance to English teaching. Learning strategies encompass aspects such as metacognition, cognition, communication, and emotional strategies, which are closely related to students’ English learning abilities. It is of great theoretical and practical significance to analyze the current situation and problems of the use of learning strategies and explore their mechanism of action on middle school students’ English learning. This study adopts the method of literature analysis to systematically investigate the application and influence of learning strategies in middle school students’ English learning. Research has found that students’ initiative in learning, teachers’ teaching strategies, evaluation systems, etc., all have certain influences on the use of students’ learning strategies. In response to this situation, this article proposes a series of methods to improve the use of English learning strategies by middle school students from four aspects. The research results show that the rational use of teaching students learning strategies, guiding them to learn how to learn, and at the same time paying attention to preventing their negative influences can improve the English learning effect of middle school students. The research results have certain reference value for improving the practice of middle school English teaching and promoting the development of students’ language ability.