The Application of Metacognitive Strategies in Interdisciplinary Reading Instruction of Chinese and English in Secondary Schools

Abstract

With the increasing integration of Chinese and English instruction, interdisciplinary reading has gradually become a key trend in
secondary school educational reform. Metacognitive strategies emphasize students' planning, monitoring, and evaluation of their own learning
processes, effectively enhancing reading comprehension and cognitive transfer. This paper analyzes the theoretical foundation of metacognitive strategies and their value in interdisciplinary reading of Chinese and English at the secondary level. It further explores practical teaching
designs, the impact on student development, and existing implementation challenges. Findings suggest that metacognitive strategies significantly enhance students' learning autonomy, deep reading capacity, and cross-cultural understanding, offering meaningful support for optimizing interdisciplinary teaching structures.