本文選題：學(xué)習(xí)策略　切入點(diǎn)：學(xué)業(yè)成績(jī)　出處：《石河子大學(xué)》2017年碩士論文

【摘要】：學(xué)習(xí)策略問(wèn)題自二十世紀(jì)五六十年代以來(lái)一直是學(xué)界關(guān)注的焦點(diǎn)問(wèn)題。學(xué)習(xí)策略計(jì)劃、監(jiān)控、評(píng)估、調(diào)整學(xué)生學(xué)習(xí)過(guò)程,形成最優(yōu)學(xué)習(xí)方案,是學(xué)生學(xué)會(huì)學(xué)習(xí)的重要標(biāo)志,是衡量個(gè)體學(xué)習(xí)能力的重要尺度,也是影響學(xué)習(xí)效率及學(xué)業(yè)質(zhì)量的關(guān)鍵因素。而新疆內(nèi)初班作為我國(guó)少數(shù)民族基礎(chǔ)教育一種特有的辦學(xué)模式,自開(kāi)班以來(lái)為新疆欠發(fā)達(dá)地區(qū)培養(yǎng)了大批優(yōu)質(zhì)學(xué)生,同時(shí)也為內(nèi)地高中班輸送了大量?jī)?yōu)質(zhì)生源,對(duì)穩(wěn)步推進(jìn)新疆教育扶貧工作、維護(hù)新疆社會(huì)穩(wěn)定、推動(dòng)地區(qū)經(jīng)濟(jì)發(fā)展具有深遠(yuǎn)的現(xiàn)實(shí)意義。因此,研究新疆內(nèi)初班學(xué)生學(xué)習(xí)策略應(yīng)用現(xiàn)狀和學(xué)習(xí)策略的發(fā)展特點(diǎn)以及探討內(nèi)初班學(xué)生學(xué)習(xí)策略與學(xué)業(yè)成績(jī)的關(guān)系,對(duì)于有的放矢地提高內(nèi)初班學(xué)生學(xué)習(xí)策略水平、進(jìn)而提高內(nèi)初班辦學(xué)質(zhì)量至關(guān)重要。本研究以石河子“內(nèi)初班”學(xué)生為研究對(duì)象,通過(guò)問(wèn)卷調(diào)查的方法,借鑒周永壘博士設(shè)計(jì)的初中生學(xué)習(xí)策略問(wèn)卷,以石河子市S中學(xué)期中考試語(yǔ)文、數(shù)學(xué)、外語(yǔ)三門考試成績(jī)?yōu)椴牧?就新疆內(nèi)初班學(xué)生學(xué)習(xí)策略的現(xiàn)狀及特點(diǎn)以及學(xué)習(xí)策略與學(xué)業(yè)成績(jī)的關(guān)系進(jìn)行了實(shí)證分析與探討。研究結(jié)果表明:一、新疆“內(nèi)初班”學(xué)生學(xué)習(xí)策略應(yīng)用現(xiàn)狀:“內(nèi)初班”學(xué)生學(xué)習(xí)策略運(yùn)用能力處于中等水平,有待于提高。其中,認(rèn)知策略水平最高,目標(biāo)管理規(guī)劃策略次之,元認(rèn)知策略水平最差。二、新疆“內(nèi)初班”學(xué)生學(xué)習(xí)策略的發(fā)展特點(diǎn):1.學(xué)習(xí)策略存在顯著的性別差異,女生學(xué)習(xí)策略水平顯著高于男生;2.學(xué)習(xí)策略使用水平隨年級(jí)增高呈拆線下降趨勢(shì)發(fā)展,在初三時(shí)低至最低水平;3.不同成績(jī)組內(nèi)初班學(xué)生學(xué)習(xí)策略差異顯著,學(xué)優(yōu)生使用學(xué)習(xí)策略水平明顯高于學(xué)差生;4.學(xué)習(xí)策略不存在顯著城鄉(xiāng)差異,但存在城市學(xué)生學(xué)習(xí)策略優(yōu)于農(nóng)村學(xué)生;學(xué)習(xí)策略民族差異不顯著;學(xué)習(xí)策略生源地差異不顯著,但民考漢學(xué)生學(xué)習(xí)策略水平優(yōu)于民考民學(xué)生。三、新疆“內(nèi)初班”學(xué)生學(xué)習(xí)策略與其學(xué)業(yè)成績(jī)呈現(xiàn)顯著正相關(guān)�；貧w分析表明元認(rèn)知策略中的自我調(diào)整、自我控制、自我監(jiān)視三個(gè)策略對(duì)學(xué)業(yè)成績(jī)的預(yù)測(cè)作用最好,學(xué)習(xí)策略對(duì)于“內(nèi)初班”學(xué)生學(xué)業(yè)成績(jī)的預(yù)測(cè)能達(dá)到10.4%。
[Abstract]:The issue of learning strategies has been the focus of academic attention since the 1950 s and 1960 s.It is also a key factor affecting learning efficiency and academic quality.As a unique mode of running a school for the basic education of ethnic minorities in Xinjiang, the first class in Xinjiang has trained a large number of high-quality students in the underdeveloped areas of Xinjiang since the class was started, and it has also provided a large number of high-quality students for the senior high school classes in the interior.It is of great practical significance to steadily promote education and poverty alleviation in Xinjiang, maintain social stability in Xinjiang, and promote regional economic development.Therefore, the present situation of learning strategy application and the characteristics of learning strategy development of the first class students in Xinjiang are studied, and the relationship between the learning strategy and academic achievement of the first class students in Xinjiang is discussed in order to improve the learning strategy level of the first class students.Therefore, it is very important to improve the quality of the first class.This research takes Shihezi "inner first class" students as the research object, through the method of questionnaire, drawing lessons from the junior high school students' learning strategy questionnaire designed by Dr. Zhou Yonglei, taking Shihezi S middle school middle school middle school language, mathematics,Based on the results of the three foreign language examinations, this paper makes an empirical analysis and discussion on the present situation and characteristics of the learning strategies of the first class students in Xinjiang and the relationship between the learning strategies and their academic achievements.The results show that: first, the present situation of the application of the learning strategies of the "inner first class" students in Xinjiang: the students' learning strategy application ability of the "inner first class" students is at the middle level, which needs to be improved.The cognitive strategy level is the highest, the goal management planning strategy is the second, and the metacognitive strategy level is the worst.Second, the development characteristics of the learning strategy of the first class students in Xinjiang: 1.There is a significant gender difference in learning strategies, and the level of learning strategies of girls is significantly higher than that of boys.The level of learning strategy use decreased with the increase of grade, and reached the lowest level in the third year of junior high school.There were significant differences in learning strategies among the first class students in different achievement groups, and the level of using learning strategies of the gifted students was significantly higher than that of the poor students.There is no significant difference in learning strategies between urban and rural areas, but there is no significant difference in learning strategies between urban and rural students; there is no significant ethnic difference in learning strategies; there is no significant difference in the origin of learning strategies, but the level of learning strategies of Chinese and Chinese students is better than that of students from civil and rural areas.Thirdly, there is a significant positive correlation between learning strategies and academic achievement.Regression analysis showed that self-adjustment, self-control and self-monitoring in metacognitive strategies had the best effect on the prediction of academic achievement.
【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G752

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 楊海波;劉電芝;楊榮坤;;學(xué)習(xí)興趣、自我效能感、學(xué)習(xí)策略與成績(jī)的關(guān)系——基于Kolb學(xué)習(xí)風(fēng)格的初中數(shù)學(xué)學(xué)習(xí)研究[J];教育科學(xué)研究;2015年10期

2 馬鄭豫;張家軍;;中小學(xué)學(xué)生學(xué)習(xí)策略的調(diào)查研究[J];教育研究;2015年06期

3 齊聰;陳旭遠(yuǎn);于超;;我國(guó)學(xué)習(xí)策略研究十年述評(píng)(2003-2012)[J];雞西大學(xué)學(xué)報(bào);2014年06期

4 張林;張向葵;;中學(xué)生學(xué)習(xí)策略的結(jié)構(gòu)與使用特點(diǎn)[J];心理科學(xué);2006年01期

5 滕星;西方少數(shù)民族學(xué)生學(xué)業(yè)成就歸因理論綜述[J];湖北民族學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2004年02期

6 胡桂英,許百華;中學(xué)生學(xué)習(xí)自我效能感、學(xué)習(xí)策略與學(xué)業(yè)成就的關(guān)系[J];浙江大學(xué)學(xué)報(bào)(理學(xué)版);2003年04期

7 張向葵,張林,王穎;中學(xué)生學(xué)習(xí)策略應(yīng)用特點(diǎn)的研究[J];心理與行為研究;2003年02期

8 馬惠霞 ,龔耀先;成就測(cè)驗(yàn)及其應(yīng)用[J];中國(guó)心理衛(wèi)生雜志;2003年01期

9 史耀芳;二十世紀(jì)國(guó)內(nèi)外學(xué)習(xí)策略研究概述[J];心理科學(xué);2001年05期

10 余欣欣;中學(xué)生學(xué)習(xí)策略發(fā)展的研究[J];廣西師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2001年01期

相關(guān)博士學(xué)位論文 前1條

1 周永壘;學(xué)習(xí)困難生的學(xué)習(xí)策略研究[D];遼寧師范大學(xué);2004年

相關(guān)碩士學(xué)位論文 前5條

1 張婕;初中生英語(yǔ)學(xué)習(xí)自我效能感、學(xué)業(yè)情緒與學(xué)習(xí)成績(jī)的相關(guān)研究[D];貴州師范大學(xué);2014年

2 彭彩虹;中學(xué)生化學(xué)學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)策略與學(xué)習(xí)成績(jī)的相關(guān)研究[D];湖南師范大學(xué);2011年

3 姚德雯;新疆區(qū)內(nèi)初中班學(xué)生認(rèn)知風(fēng)格、學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)策略的關(guān)系以及對(duì)學(xué)業(yè)成績(jī)影響的研究[D];新疆師范大學(xué);2010年

4 黨潔;新疆區(qū)內(nèi)初中班學(xué)生學(xué)習(xí)策略調(diào)查及干預(yù)研究[D];新疆師范大學(xué);2009年

5 莫秀鋒;初中生數(shù)學(xué)學(xué)習(xí)策略的發(fā)展特點(diǎn)及可控心理影響因素研究[D];西南師范大學(xué);2002年

，

本文編號(hào)：1700466