【摘要】：提高學(xué)生元認(rèn)知水平是教會(huì)學(xué)生學(xué)習(xí)和提高學(xué)習(xí)能力的有效途徑,是適應(yīng)終身學(xué)習(xí)的必然要求,是新課程改革的應(yīng)有之義。本文以高一學(xué)生為研究對(duì)象,以學(xué)科知識(shí)學(xué)習(xí)為載體,使學(xué)生在學(xué)習(xí)化學(xué)知識(shí)的同時(shí),了解元認(rèn)知知識(shí),豐富元認(rèn)知體驗(yàn),提升元認(rèn)知監(jiān)控能力,提高學(xué)生的自我效能感,引導(dǎo)學(xué)生正確歸因,通過(guò)這些元認(rèn)知訓(xùn)練來(lái)探討元認(rèn)知水平與化學(xué)學(xué)科成績(jī)的影響。本文的具體內(nèi)容及重要結(jié)論如下：首先是前言和相關(guān)理論。以國(guó)內(nèi)外許多學(xué)者提出的關(guān)于元認(rèn)知的理論為基礎(chǔ),對(duì)元認(rèn)知的相關(guān)概念、結(jié)構(gòu)等進(jìn)行概述和整理,本研究將元認(rèn)知結(jié)構(gòu)劃分為元認(rèn)知知識(shí)、元認(rèn)知體驗(yàn)、元認(rèn)知監(jiān)控和動(dòng)機(jī)信念四大維度。又將元認(rèn)知知識(shí)劃分為個(gè)體性、任務(wù)性和策略性三個(gè)維度；元認(rèn)知體驗(yàn)劃分為積極的元認(rèn)知體驗(yàn)和消極的元認(rèn)知體驗(yàn)兩個(gè)維度;元認(rèn)知監(jiān)控劃分為計(jì)劃性、方法性、執(zhí)行性、反饋性、補(bǔ)救性和總結(jié)性六個(gè)維度；動(dòng)機(jī)信念包括自我效能感和歸因方式。接著是實(shí)驗(yàn)研究部分,在筆者的實(shí)習(xí)學(xué)校武漢市第十一中學(xué)選取兩個(gè)高一的平行班級(jí),隨機(jī)分為實(shí)驗(yàn)班和對(duì)照班,在實(shí)驗(yàn)班進(jìn)行了一學(xué)期的元認(rèn)知訓(xùn)練。并制作了一套詳細(xì)的元認(rèn)知訓(xùn)練方法和內(nèi)容：采用心理測(cè)試方法來(lái)豐富學(xué)生的個(gè)體性知識(shí);任務(wù)性與策略性知識(shí)的訓(xùn)練采用的是傳授法,并在知識(shí)的學(xué)習(xí)中進(jìn)行傳授；在化學(xué)教學(xué)中建立和諧的教學(xué)情境來(lái)豐富情感體驗(yàn)；采用自我提問(wèn)法來(lái)培養(yǎng)學(xué)生的自我監(jiān)控能力；采用設(shè)計(jì)分層次作業(yè)法來(lái)提升學(xué)生的自我效能感；引導(dǎo)學(xué)生進(jìn)行正確歸因采用的是教師傳授法與小組討論法。采取問(wèn)卷測(cè)試學(xué)生的元認(rèn)知水平和以考試的形式對(duì)訓(xùn)練效果進(jìn)行前后檢測(cè)。結(jié)果如下。(1)學(xué)生的元認(rèn)知水平與化學(xué)學(xué)科成績(jī)呈顯著正相關(guān)；(2)元認(rèn)知訓(xùn)練能有效地提高學(xué)生的元認(rèn)知水平,主要體現(xiàn)在學(xué)生的元認(rèn)知知識(shí)和元認(rèn)知監(jiān)控有極顯著提高,在自我效能感和歸因方式有顯著提升；兩班學(xué)生在計(jì)劃性、總結(jié)性和努力歸因這三個(gè)維度上差異極顯著；在策略性、積極的元認(rèn)知體驗(yàn)、消極的元認(rèn)知體驗(yàn)、補(bǔ)救性、學(xué)習(xí)能力自我效能感、和運(yùn)氣歸因這幾個(gè)維度上差異顯著；在主體性、任務(wù)性、方法性、執(zhí)行性、反饋性、學(xué)習(xí)行為自我效能感、能力歸因和任務(wù)難易歸因這幾個(gè)維度上差異不顯著；(3)元認(rèn)知訓(xùn)練拉近了不同層次學(xué)生的元認(rèn)知水平；(4)有效的提高了學(xué)生的化學(xué)學(xué)科成績(jī)：元認(rèn)知訓(xùn)練能顯著提高學(xué)生的化學(xué)學(xué)科成績(jī),對(duì)中等生和學(xué)困生影響顯著,對(duì)學(xué)優(yōu)生影響不顯著。實(shí)驗(yàn)表明,在化學(xué)教學(xué)中進(jìn)行元認(rèn)知訓(xùn)練是可行和有效的。用元認(rèn)知理論來(lái)指導(dǎo)學(xué)生的學(xué)習(xí),可提高學(xué)生的成績(jī)。最后是創(chuàng)新與不足,對(duì)研究的整個(gè)過(guò)程進(jìn)行了歸納總結(jié),反思其中的不足之處,以期在今后的學(xué)習(xí)和工作中不斷完善。
[Abstract]:Improving students' metacognition is an effective way to teach students to learn and improve their learning ability. It is an inevitable requirement to adapt to lifelong learning and is the proper meaning of the new curriculum reform. This article takes the senior one students as the research object, takes the subject knowledge study as the carrier, causes the student to learn the chemistry knowledge at the same time, enriches the metacognitive experience, enhances the metacognitive monitoring ability, enhances the student's self-efficacy sense. Through these metacognitive training to explore the influence of metacognition level and chemistry achievement. The concrete contents and important conclusions of this paper are as follows: first, the preface and related theories. Based on the theory of metacognition put forward by many scholars at home and abroad, this paper summarizes and arranges the related concepts and structures of metacognition. In this study, the metacognitive structure is divided into metacognitive knowledge and metacognitive experience. Metacognitive monitoring and motivation belief are four dimensions. Metacognitive knowledge is divided into three dimensions: individual, task and strategy. Metacognitive experience is divided into two dimensions: positive metacognitive experience and negative metacognitive experience, metacognitive monitoring is divided into six dimensions: planning, methodical, executive, feedback, remedial and summative. Motivation beliefs include self-efficacy and attribution style. Then there is the experimental research part. Two parallel classes are randomly divided into the experimental class and the control class in Wuhan No. 11 Middle School, the experimental class, and the metacognitive training is carried out in the experimental class for one semester. A set of detailed metacognitive training methods and contents are developed: the psychological test method is used to enrich students' individual knowledge, the task and strategic knowledge training adopts the imparting method, and the teaching method is used in the study of knowledge. In chemistry teaching, we should establish a harmonious teaching situation to enrich the emotional experience, adopt the self-questioning method to cultivate students' self-monitoring ability, adopt the method of designing hierarchical homework to improve the students' sense of self-efficacy. The teachers' teaching method and group discussion method are used to guide students' correct attribution. The students' metacognition level was tested by questionnaire and the training effect was tested before and after the examination. The results are as follows: (1) there is a significant positive correlation between the students' metacognitive level and their chemistry scores; (2) Metacognitive training can effectively improve students' metacognitive level, mainly reflected in students' metacognitive knowledge and metacognitive monitoring, self-efficacy and attribution style; There are significant differences in the three dimensions of planning, summation and effort attribution between the two classes. There are significant differences in the dimensions of strategy, positive metacognitive experience, negative metacognitive experience, remediation, self-efficacy of learning ability, and attribution of luck. There are no significant differences in the dimensions of subjectivity, task, method, execution, feedback, self-efficacy of learning behavior, ability attribution and task difficulty attribution. (3) metacognitive training has brought the level of metacognition to different levels of students; (4) improve the students' chemistry achievement effectively: metacognition training can significantly improve the students' chemistry achievement, have a significant effect on the secondary students and the students with learning difficulties, but not on the excellent students. Experiments show that metacognitive training is feasible and effective in chemistry teaching. Using metacognitive theory to guide students' study can improve students' achievement. Finally, the innovation and deficiency, the whole process of the study is summarized, and the shortcomings of the research are reflected, in order to improve the future study and work.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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本文編號(hào)：2381080