Research on the ESA teaching model for high school English reading teaching from the perspective of metacognition
元认知视域下高中英语阅读ESA教学模式探究

摘要

作为高考测评的重要环节，英语阅读逐渐成为高中生拓展语言能力的核心途径。英语阅读不仅是传授学科知识的重要载体，还能能培养学生的批判性思维和跨文化意识。然而，当前高中生在英语阅读中往往处于被动接受的状态，元认知能力也相对薄弱。基于这一现实问题，本文尝试将元认知策略与ESA教学模式相结合，探索提升学生的阅读策略运用能力、培养学生的自主学习素养的可行路径，为高中英语阅读教学提供理论参考和实践启示。本文通过理论阐释与案例（以外研社必修一“Longji Rice Terraces”课文为例）分析表明，在ESA模式的投入、学习、运用三阶段，分别融入元认知的计划、监控和评价策略，能有效引导学生从被动接受转向主动规划与调控阅读过程，为提升英语教学效能提供了可操作的实践框架。

Abstract

As an important part of the college entrance examination assessment, English reading has gradually become the core approach for high school students to expand their language abilities. English reading is not only an important carrier for imparting subject knowledge, but also can cultivate students' critical thinking and cross-cultural awareness. However, at present, high school students often remain in a passive receiving state in English reading, and their metacognitive abilities are relatively weak. Based on this real problem, this paper attempts to combine metacognitive strategies with the ESA teaching model to explore feasible paths for improving students' application of reading strategies and cultivating their autonomous learning literacy, in order to provide theoretical reference and practical inspirations for high school English reading teaching. Through theoretical elaboration and a case study (taking "Longji Rice Terraces" from Foreign Language Teaching and Research Press's Compulsory English 1 as an example), this paper demonstrates that integrating metacognitive strategies of planning, monitoring, and evaluating into the three stages of the ESA model (engage, study, and activate) can effectively guide students to shift from passive reception to proactive planning and regulation of the reading process. This study provides a practical framework for enhancing the effectiveness of English teaching.