英语阅读一直是中国学习者非常重视的能力。随着教育改革的深入，新课程标准也提出了对中国高中生英语阅读能力的要求，并指出元认知策略是学生英语语言学习的重要组成部分。然而，在真实的高中英语课堂上，教师经常对英语阅读中的策略教学感到无助。随着KWL Plus教学模型的广泛应用，教师们也在探索使用这种方法来解决阅读策略教学的挑战。

在广东省一所重点高中的实习期间，笔者注意到学生阅读技能和元认知训练表现较差，并确认了教师阅读课程设计存在一些问题。因此，本研究采用行动研究方法，以广东省一所高中的49名学生为研究对象，通过结合定量和定性分析的方法，试图研究采用KWL Plus教学法是否有助于教师提高高中英语学习者在阅读过程中应用元认知策略的能力；利用SPSS 22.0收集和分析了定量数据，例如三项阅读测试、阅读策略调查得分和课堂观察记录；同时，采用内容分析法分析了定性数据，包括半结构化访谈和教学日志。

通过研究前后的数据，发现采用KWL Plus模型在英语阅读教学中有益于高中学生的阅读理解能力。在三类元认知策略中，学生的全局策略和辅助策略的使用得到了最大的改善，而他们在解决问题策略的变化并不非常显著。

本研究为高中学生阅读技能的发展和丰富阅读教学范例提供了宝贵的尝试。对于未来的教学和研究，英语教师应重点关注以下几个方面：（1）认识到独立探究的价值，创造一个轻松的课堂环境，（2）支持学生生成有意义的问题，（3）平衡策略和语言教学，以支持学生根据新课程要求全面发展。

English reading has always been an ability that Chinese learners attach great importance to. With the deepening of educational reform, the New Curriculum Standards has also made requirements for Chinese high school students' English reading ability, and points out that metacognitive strategies are an important part of student’s English language learning. However, teachers in real high school English classes are often at a loss for strategy teaching in English reading. With the widespread application of the KWL Plus teaching model, teachers are also exploring the use of this method to address the challenge of reading strategy instruction.

During the internship in a key senior high school in Guangdong Province, the researcher noticed students’ poor performance in reading skills and metacognition training, and confirmed some problems with the reading lesson design. Therefore, the present study takes the method of action research, taking 49 students from this school as the research participants, and adopts the method of combining quantitative analysis and qualitative analysis to explore whether the use of the KWL Plus teaching method can help teachers improve the application of metacognitive strategies of senior high school students in reading. SPSS 22.0 was utilized to collect and analyze quantitative data, such as three reading tests, Survey of Reading Strategies scores, and classroom observation records. Meanwhile, the content analysis method was employed to analyze the qualitative data, which consisted of semi-structured interviews and teaching logs.

Through the data before and after the study, it is found that senior high school students’ reading comprehension benefited from applying KWL plus model in English reading teaching. Among the three categories of metacognitive strategies, students’ use of global and supporting strategies improved the most, while their use of problem-solving strategies did not show significant changes.

This study sheds light on senior high school students' reading skills development and enriches reading teaching examples. For future teaching and study, English teachers could focus on the following aspects: (1) recognizing the value of independent inquiry and creating a relaxed classroom environment, (2) scaffolding students to generate meaningful questions, and (3) balancing strategy and language teaching to support students' all-round development according to the new curriculum.