Besides,learning strategy is a prerequisite for improving learning efficiency and developing autonomous learning ability。 The most critical link is to make students to actively choose and use learning strategies, reduce the academic burden of students, improve learning efficiency and promote the development of education quality。 In high school English teaching, students are interested in reading English articles。It has a very important significance to cultivate their reading habits, so that they learn to obtain information through effective reading, such as vocabulary, grammar and cultural knowledge。Students' active use of learning strategies in reading training can improve learning efficiency。 Metacognitive strategy is a strategy of cognition and management of learning process。 Therefore, it is a great valuable research to apply the metacognitive strategy to manage their reading training process and improve the reading effect in the high school English reading teaching。

2。 Literature Review文献综述

2。1 Research background

     Reading teaching is one of the most important teaching activities and teaching forms in high school。 Reading learning accounts not only the highest number of hours in high school English class but also the highest score in high school English discipline formation test, final test and singular test (such as college entrance examination)。 Cheng Xiaotang argued that reading plays a very important role in listening, speaking, reading and writing as the main input of language learning。 This is mainly because reading is the basic way for people to get information, learn knowledge and entertain themselves。 The current high school English teaching materials highlight the importance of reading teaching, showing the characteristics of long discourse,various subjects, perse contents and difficult vocabularies。

     However, different from the grammar teaching and vocabulary teaching,reading teaching is more time-consuming and ineffective。In today’s high school, some students even teachers are lack of interest and confidence in reading teaching, so they uncounsciously pay less attention to the application of learning strategies tothe course of reading training。 If the application of learning strategies generally only limited to skimming, guessing the word meaning, checking the dictionary and other cognitive activities, metacognitive strategies is basically neglected in the process of reading teaching and training。