本文選題：閱讀理解　切入點(diǎn)：元理解　出處：《遼寧師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

【摘要】：元理解是元認(rèn)知相關(guān)研究的重要成果之一,它關(guān)注的是讀者對(duì)自身閱讀過程的監(jiān)控和調(diào)節(jié),是一種學(xué)會(huì)感判斷(Judgement Of Learning, JOL)。元理解判斷的準(zhǔn)確性及其延遲效應(yīng)是目前元理解研究的熱點(diǎn)。 本研究綜合以往研究所取得的理論結(jié)果,并經(jīng)過對(duì)研究被試的慎重選擇,嘗試從教育心理學(xué)和認(rèn)知心理學(xué)的角度出發(fā),將理論研究與實(shí)踐應(yīng)用相結(jié)合,對(duì)元理解能力、理解評(píng)價(jià)準(zhǔn)確性及其與自我調(diào)節(jié)學(xué)習(xí)的關(guān)系進(jìn)行探索,更加關(guān)注元理解作為一種元認(rèn)知能力對(duì)學(xué)生閱讀和學(xué)習(xí)的實(shí)踐意義。實(shí)驗(yàn)以小學(xué)五年級(jí)學(xué)生為被試,采用元理解研究的經(jīng)典范式——錯(cuò)誤檢測(cè)法和理解評(píng)價(jià)法,考察小學(xué)五年級(jí)學(xué)生閱讀元理解能力及其與閱讀理解成績(jī)的關(guān)系；在此基礎(chǔ)上,進(jìn)一步對(duì)元理解過程中的“延遲效應(yīng)”進(jìn)行了驗(yàn)證；最后考察了元理解的“延遲效應(yīng)”是否可以通過提高理解評(píng)價(jià)的準(zhǔn)確性來促進(jìn)學(xué)生進(jìn)行自我調(diào)節(jié)學(xué)習(xí)。 研究結(jié)果如下 1.錯(cuò)誤檢測(cè)范式下發(fā)現(xiàn),五年級(jí)學(xué)生的平均錯(cuò)誤檢出率為32%,這說明五年級(jí)學(xué)生整體上已具備一定的閱讀元理解能力,但是元理解能力較低； 2.五年級(jí)學(xué)生的閱讀元理解能力與閱讀成績(jī)存在顯著的正相關(guān)；這說明五年級(jí)學(xué)生的閱讀元理解能力對(duì)閱讀成績(jī)具有直接的影響力； 3.理解評(píng)價(jià)范式下發(fā)現(xiàn),小學(xué)五年級(jí)學(xué)生已具備一定的元理解能力,但是元理解評(píng)價(jià)的準(zhǔn)確性并不高； 4.五年級(jí)學(xué)生在元理解評(píng)價(jià)過程中存在延遲效應(yīng),即延遲組被試的元理解準(zhǔn)確性要高于即時(shí)組和無概括組被試； 5.元理解過程中,延遲概括有助于五年級(jí)學(xué)生進(jìn)行更多的自我調(diào)節(jié)學(xué)習(xí)。
[Abstract]:Metacognition is one of the important achievements in metacognitive research. It focuses on the readers' monitoring and adjustment of their own reading process. Metacognition is a kind of judgment of judgment of learning, JOL.The accuracy of metacognitive judgment and its delay effect are the focus of metacognition research at present. This study synthesizes the theoretical results obtained in previous studies, and through the careful selection of the subjects, attempts to combine the theoretical research with the practical application from the perspective of educational psychology and cognitive psychology to understand meta-comprehension ability. Understanding the accuracy of evaluation and its relationship with self-regulated learning, and paying more attention to the practical significance of metacognition as a metacognitive ability to students' reading and learning. By using the classic paradigm of meta-understanding, error detection and comprehension evaluation, this paper investigates the relationship between reading metacognition and reading comprehension achievement of students in grade five of primary school. Furthermore, the "delay effect" in the process of metacognition is verified, and finally, whether the "delayed effect" of metacognition can promote students' self-regulated learning by improving the accuracy of understanding and evaluation is investigated. The results are as follows. 1. Under the error detection paradigm, the average error detection rate of the fifth grade students is 32, which shows that the fifth grade students have a certain ability of reading meta-comprehension, but the ability of metacognition is relatively low; 2. There is a significant positive correlation between reading metacognition and reading achievement of the fifth grade students, which indicates that the reading meta-comprehension ability of the fifth grade students has direct influence on the reading achievement. 3. Under the paradigm of understanding evaluation, it is found that the students of grade five in primary school already have certain meta comprehension ability, but the accuracy of metacognitive evaluation is not high; 4. In the process of metacognition evaluation, the fifth grade students have delayed effect, that is, the metacognition accuracy of the delayed group is higher than that of the immediate group and the ungeneralized group; 5. In the process of meta-understanding, delayed generalization helps the fifth graders to learn more self-regulated learning.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G625.5;G444

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