【摘要】：閱讀能提供最重要的語言輸入,也是英語學(xué)習(xí)的主要方式之一。閱讀是中學(xué)階段英語教學(xué)的核心所在,如何提高學(xué)生的英語閱讀能力,使學(xué)生有效地運用閱讀策略一直是許多學(xué)者和教師共同關(guān)注的問題。在近30年來,元認(rèn)知概念和元認(rèn)知策略的提出給中學(xué)英語閱讀教學(xué)的研究提供了新的視角。元認(rèn)知策略是學(xué)習(xí)者有目的,有意識地使用計劃、監(jiān)控、評價策略,從而能對學(xué)習(xí)任務(wù)進(jìn)行有效的調(diào)節(jié)的策略。如果學(xué)生能積極主動地在閱讀中使用元認(rèn)知策略,就能更成功地運用這些策略來對閱讀過程進(jìn)行計劃、監(jiān)控和評價。在我國,關(guān)于元認(rèn)知策略的研究碩果累累,但涉及基礎(chǔ)教育實踐的研究不多,有待于更深刻更多的研究,本文將探析高二學(xué)生在閱讀中元認(rèn)知策略的使用情況如何。筆者對漳州正興學(xué)校243名高二學(xué)生進(jìn)行閱讀元認(rèn)知策略的問卷調(diào)查,通過SPSS17.0社會科學(xué)統(tǒng)計軟件完成數(shù)據(jù)的分析,同時結(jié)合對英語教師和學(xué)生的訪談,對高二學(xué)生英語閱讀中元認(rèn)知策略使用的異同進(jìn)行詳細(xì)的對比分析。調(diào)查結(jié)果表明,高二學(xué)生在閱讀中使用了一些元認(rèn)知策略,他們有時使用的策略是選擇注意和監(jiān)控策略,很少使用計劃策略和評價策略。男生和女生在元認(rèn)知策略使用上有顯著差異,女生比男生更多地使用計劃策略、選擇注意策略、監(jiān)控策略和評價策略。高分組學(xué)生比低分組學(xué)生更多地使用元認(rèn)知策略,選擇注意策略和監(jiān)控策略是他們相對使用頻率較高的策略。最后,本文為教師提供一些閱讀教學(xué)的建議,希望教師能將元認(rèn)知策略訓(xùn)練與閱讀教學(xué)自然融合并貫穿始終,提高學(xué)生的元認(rèn)知意識,自我監(jiān)控和自我評價的能力。筆者希望此研究結(jié)果能對高中英語閱讀教學(xué)有所啟示,能為元認(rèn)知領(lǐng)域的進(jìn)一步研究發(fā)展提供相關(guān)數(shù)據(jù)參考。
[Abstract]:Reading provides the most important language input and is one of the main ways to learn English. Reading is the core of English teaching in middle school. How to improve students' reading ability and make students use reading strategies effectively has been a common concern of many scholars and teachers. In the past 30 years, the development of metacognitive concepts and metacognitive strategies has provided a new perspective for the study of English reading teaching in middle schools. Metacognitive strategies are strategies that learners use purposefully, consciously and consciously to plan, monitor and evaluate strategies so that they can effectively adjust their learning tasks. If students can actively use metacognitive strategies in reading, they can use these strategies more successfully to plan, monitor and evaluate the reading process. In China, the research on metacognitive strategies is fruitful, but there are few researches on the practice of basic education, which need more and more research. This paper will explore how the students use metacognitive strategies in reading. The author conducted a questionnaire survey on reading metacognitive strategies among 243 senior middle school students in Zhengxing School of Zhangzhou. The data were analyzed by SPSS17.0 social science statistical software, and interviews with English teachers and students were conducted at the same time. This paper analyzes the similarities and differences of metacognitive strategies in senior two students' English reading. The results show that senior two students use some metacognitive strategies in reading. They sometimes use attention and monitoring strategies, and seldom use planning strategies and evaluation strategies. There are significant differences between boys and girls in the use of metacognitive strategies. Girls use more planning strategies, choose attention strategies, monitor strategies and evaluate strategies than boys. The students in the high score group used more metacognitive strategies than those in the lower group, and they chose the attention strategy and the monitoring strategy as the relatively high frequency strategies. Finally, this paper provides teachers with some suggestions on reading teaching, hoping that teachers will naturally integrate metacognitive strategy training with reading teaching, and improve students' metacognitive awareness, self-monitoring and self-evaluation ability. The author hopes that the results of this study can provide some implications for the teaching of English reading in senior high school and provide relevant data for further research and development in the field of metacognition.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 劉亦春;;學(xué)習(xí)成功者與不成功者使用英語閱讀策略差異的研究[J];國外外語教學(xué);2002年03期

2 王亞南;元認(rèn)知的結(jié)構(gòu)、功能與開發(fā)[J];南京師大學(xué)報(社會科學(xué)版);2004年01期

3 王幼琨;;獨立學(xué)院英語專業(yè)學(xué)生閱讀元認(rèn)知策略調(diào)查[J];西南農(nóng)業(yè)大學(xué)學(xué)報(社會科學(xué)版);2012年08期

4 楊小虎,張文鵬;元認(rèn)知與中國大學(xué)生英語閱讀理解相關(guān)研究[J];外語教學(xué)與研究;2002年03期

5 紀(jì)康麗;外語學(xué)習(xí)中元認(rèn)知策略的培訓(xùn)[J];外語界;2002年03期

6 汪玲,郭德俊;元認(rèn)知的本質(zhì)與要素[J];心理學(xué)報;2000年04期

，

本文編號：2327852