培养良好的阅读习惯对于成长中的学生来说至关重要。中学生中存在一部分具有阅读回避和阅读挑战内部动机的学生，他们的阅读效果相对较差。为了改善他们的阅读回避和阅读挑战内部动机，本研究对阅读内部动机重点影响因素中性别和年级进行分析，利用问卷对某国际学校部分中学生的阅读内部动机与阅读元认知策略相关性进行调查分析涉及阅读回避与阅读管理、阅读回避与阅读评价、阅读挑战与阅读监控以及阅读挑战与阅读管理之间的相关性，利用个案研究对具有典型特征的学生尝试设计策略指导方案帮助他们运用元认知策略（如阅读评价、阅读管理和阅读监控）改善阅读内部动机（如阅读回避和阅读挑战）。主要目的是希望能提高图书馆管理员指导水平，使学生进行有效阅读、提高阅读水平和形成良好阅读习惯，能为国际学校中学生阅读指导提供有价值的参考依据。 本研究采用定量研究和质性研究相结合的研究方法，所使用的《中学生阅读内部动机与阅读元认知策略相关性研究的问卷》是在Wigfield, Gruthrie (1997) 阅读动机量表和Oxford (1990)设计的《语言学习策略调查表》的基础上修订成的。对某国际学校7、8、9、10四个年级，每一年级随机抽取一个班进行调查，采用SPSS for Windows 22.0进行数据分析，并结合问卷调查、英语教师的建议、学生在图书管的借阅记录以及笔者的观察采用典型取样的方法从四个班中抽取8个学生进行个案研究。 本研究以问卷调查结果为切入点进行方案指导，得出两方面结论：第一，某国际学校部分中学生内部动机存在着年级和性别差异，女生的阅读内部动机高于男生，低年级学生的阅读内部动机高于高年级。第二，阅读内部动机与阅读元认知策略相关性如阅读回避与阅读管理之间呈负相关性；阅读回避与阅读评价呈负相关性；阅读挑战与阅读监控呈正相关性；阅读挑战与阅读管理呈正相关性。第三，本研究尝试根据最近发展区理论，同辈效应等理论为依据，主要采用提问、阅读活动引导和师生共同阅读等方式为学生设计策略指导方案帮助学生运用阅读元认知策略具体维度（如阅读管理、阅读监控和阅读评价）改善阅读内部动机具体维度（如阅读回避和阅读挑战)。

It is vital to cultivate good reading behaviors for growing students. There are some students with reading avoidance and reading challenge of reading intrinsic motivation, who have not good reading effect. In order to looking for suitable reading meta-cognitive strategies to improving reading intrinsic motivation, this thesis analyses the the gender factor and group level factor of the senior students which are two main influence factors of reading intrinsic motivation, to investigates and analyses the correlation between reading intrinsic motivation and reading meta-cognitive strategies by questionnaire, e.g. the correlation between reading avoidance and reading management; the correlation between reading avoidance and reading evaluation; the correlation between reading challenge and reading monitoring; the correlation between reading challenge and reading management. This thesis selects 8 senior school students with reading avoidance and reading challenge as case studies, attempt to improve the reading avoidance by reading management, to improve reading avoidance by reading evaluation; to improve reading challenge by reading monitoring and to improve reading challenge by reading management. The aim of the thesis is that wishing to improve the librarian instruction level and student’s reading level, to make student getting effective reading to adopt student’s good reading behavior and to offer some valuable reference for others international school for students’ reading. This study combined the qualitative research and quantitative research. The quantitative research mainly uses a questionnaire which revised from Wigfied, Gruthrie’s (1997) The Motivation for Reading Questionnaire (MRQ) and Oxford’s (1990) Language Learning Strategies Questionnaire, investigated year 7, year 8, year 9, year 10 in certain international school and random collect four classes as investigation objective and specific sample extract eight students as case study. This study has taken one month including data collection and instructions of reading meta-cognition strategies for students, finally get a conclusion(1) there is a negative relationship between reading avoidance and reading management; there is a negative correlation between reading avoidance and reading evaluation; there is a significantly positive correlation between reading monitoring and reading challenge; there is significantly positive correlation between reading management and reading challenge; (2) the author attempt to use asking questions, reading activities and observe etc. to instruct students, finally find the reading avoidance and reading challenge could be improved by reading management, reading evaluation and reading monitoring.