元認知策略培訓在初中英語閱讀教學中的應用研究
發(fā)布時間：2023-04-09 20:15
閱讀是一項重要的語言能力,學生不僅可以在語境中積累豐富的詞匯、搭配及句法知識,形象直觀地掌握它們的用法;還可以強化語感,提高對文本的分析概括能力,鍛煉自己的思維品質(zhì);也可以豐富自己的文化背景知識,培養(yǎng)文化意識。同時,閱讀部分在英語考試的各類題型中所占分值最大。但閱讀也往往是學生們最容易失分的部分,生單詞的干擾、把握不住文章的主旨大意、未能抓住題目的要點、缺乏做題技巧等問題是學生們經(jīng)常遇到的問題。究其根本,是由于教師在平時的教學中對學生缺乏閱讀策略的培訓,他們只對閱讀材料中的生單詞和語法點進行重點講解,忽視了對文章整體結構框架的分析,使得學生只能關注到文章的局部,未能形成自己主動分析文章的意識和能力。本文通過借鑒國內(nèi)外有關于元認知策略與閱讀的相關研究,以元認知策略在初中英語教學中的培訓為著眼點,著重對以下三個問題進行研究與論證:1、實驗前后,學生閱讀的策略應用在哪些方面發(fā)生了變化?2、元認知策略培訓對學生的自主學習能力產(chǎn)生了什么影響?3、元認知策略使用水平的高低與學生的閱讀成績之間存在什么關系?本研究以筆者所教授的孟家坪中學八年級的兩個班61名同學為實驗對象,在閱讀教學過程中,對其進行為...
【文章頁數(shù)】：89 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
1.Introduction
1.1 Research background
1.2 Research significance
1.3 The structure of the thesis
2.Literature Review
2.1 Metacognition
2.1.1 Definition of metacognition
2.1.2 Classification of metacognition
2.2 Metacognitive strategy
2.2.1 Definition of metacognitive strategy
2.2.2 Classification of metacognitive strategy
2.2.3 Researches on metacognitive strategy training at home and abroad
2.3 Previous studies on metacognitive strategy and English reading
3.Theoretical Basis
3.1 Learning strategy
3.1.1 Definition of learning strategy
3.1.2 Classification of learning strategy
3.2 Autonomous learning ability
3.2.1 Definition of autonomous learning ability
3.2.2 Relationship to metacognitive strategy
4.Research Methodology
4.1 Research questions
4.2 Research subjects
4.3 Research instruments
4.4 Research procedures
4.5 Data collection and analysis
5.Results and Discussion
5.1 Results and discussion of questionnaires
5.1.1 Results and discussion of the first questionnaire
5.1.2 Results and discussion of the second questionnaire
5.2 Results and discussion of tests
5.2.1 Independent sample test between EC and CC
5.2.2 Results of pre-test and post-test in CC
5.2.3 Results of pre-test and post-test in EC
5.2.4 Correlation between metacognitive strategy and reading scores
6.Conclusion
6.1 Major findings of this research
6.2 Implications of this thesis
6.3 Limitations and suggestions of this thesis
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Acknowledgements
本文編號：3787665
【文章頁數(shù)】：89 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
1.Introduction
1.1 Research background
1.2 Research significance
1.3 The structure of the thesis
2.Literature Review
2.1 Metacognition
2.1.1 Definition of metacognition
2.1.2 Classification of metacognition
2.2 Metacognitive strategy
2.2.1 Definition of metacognitive strategy
2.2.2 Classification of metacognitive strategy
2.2.3 Researches on metacognitive strategy training at home and abroad
2.3 Previous studies on metacognitive strategy and English reading
3.Theoretical Basis
3.1 Learning strategy
3.1.1 Definition of learning strategy
3.1.2 Classification of learning strategy
3.2 Autonomous learning ability
3.2.1 Definition of autonomous learning ability
3.2.2 Relationship to metacognitive strategy
4.Research Methodology
4.1 Research questions
4.2 Research subjects
4.3 Research instruments
4.4 Research procedures
4.5 Data collection and analysis
5.Results and Discussion
5.1 Results and discussion of questionnaires
5.1.1 Results and discussion of the first questionnaire
5.1.2 Results and discussion of the second questionnaire
5.2 Results and discussion of tests
5.2.1 Independent sample test between EC and CC
5.2.2 Results of pre-test and post-test in CC
5.2.3 Results of pre-test and post-test in EC
5.2.4 Correlation between metacognitive strategy and reading scores
6.Conclusion
6.1 Major findings of this research
6.2 Implications of this thesis
6.3 Limitations and suggestions of this thesis
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Acknowledgements
本文編號：3787665
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