眾所周知,閱讀在我們的日常生活中起到了非常有意義的作用。它幫我們獲取到各類信息,并學(xué)會(huì)各種知識(shí)與技能。所以幫助初中生提高英語(yǔ)閱讀技能是很有必要的,以此不僅能達(dá)到《新課程標(biāo)準(zhǔn)》的要求也能滿足社會(huì)需要。雖然英語(yǔ)閱讀教學(xué)受到教師和學(xué)生越來(lái)越多的重視,但是并沒有得到預(yù)期的效果。而導(dǎo)致這種狀況出現(xiàn)的原因之一與此階段的學(xué)生不知道如何正確地使用英語(yǔ)閱讀策略有關(guān)。自從Flavell(1979)提出元認(rèn)知的概念,這一概念及相關(guān)理論得到了眾多研究者的進(jìn)一步完善。與此同時(shí),元認(rèn)知策略培訓(xùn)在英語(yǔ)閱讀教學(xué)上的研究得到了更多研究人員的關(guān)注。來(lái)自國(guó)內(nèi)外的大量的研究表明,在英語(yǔ)閱讀教學(xué)中,元認(rèn)知策略培訓(xùn)有著積極的推動(dòng)作用。國(guó)內(nèi)的有關(guān)研究,選擇的研究對(duì)象大部分是大學(xué)生與高中生;而國(guó)外選取的研究對(duì)象則把英語(yǔ)作為母語(yǔ)學(xué)習(xí)。本研究選取初中生為研究對(duì)象,并從閱讀興趣與閱讀成績(jī)兩方面來(lái)分析元認(rèn)知策略培訓(xùn)對(duì)初中生英語(yǔ)閱讀教學(xué)的影響。此研究以建構(gòu)主義與信息處理理論為基礎(chǔ)試圖探求以下問(wèn)題:1)元認(rèn)知策略培訓(xùn)對(duì)初中生英語(yǔ)閱讀興趣有何影響?2)元認(rèn)知策略培訓(xùn)對(duì)初中生英語(yǔ)閱讀成績(jī)有何影響?本研究選取湖南省益陽(yáng)市某中學(xué)的兩個(gè)九年級(jí)平行班的88...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 Previous Research of English Reading Teaching in Junior High Schools
        1.1.1 Previous Research of Reading Strategies in English Teaching in Junior High Schools
        1.1.2 Previous Research of Reading Interest in English Reading Teaching in Junior High Schools
        1.1.3 Previous Research of Reading Abilities in English Reading Teaching in Junior High Schools
    1.2 Previous Research of Meta-cognitive Strategy Training
        1.2.1 Definition and Classification of Meta-cognitive Strategy
        1.2.2 Instruction of Meta-cognitive Strategy Training
        1.2.3 Application of Meta-cognitive Strategy and its Training in Teaching
Chapter Two Theoretical Foundation
    2.1 Constructivism
    2.2 Information Processing Theory
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Participants
        3.1.3 Instruments
    3.2 Research Procedures
        3.2.1 Data Collection
        3.2.2 Data Analysis
Chapter Four Results and Discussion
    4.1 The Effect of Meta-cognitive Strategy Training on Students’English Reading Interest
        4.1.1 Comparison of the Pre-questionnaire English Reading Interest between EC and CC
        4.1.2 Comparison of Post-questionnaire English Reading Interest between EC and CC
        4.1.3 Comparison between Pre-questionnaire and Post-questionnaire English Reading Interest in EC
        4.1.4 The Correlation between English Reading Interest and the Meta-cognitive Strategy Use in EC
    4.2 The Effect of Meta-cognitive strategy Training on Students’English Reading Scores
        4.2.1 Comparison of the Pre-test English Reading Scores between EC andCC
        4.2.2 Comparison of the Post-test English Reading Scores between EC and CC
        4.2.3 Comparison of English Reading Scores between Pre-test and Post-test in EC
        4.2.4 The Correlation between English Reading Scores and Meta-cognitive Strategy Use in EC
Conclusion
References
Appendix Ⅰ Pre-questionnaire& Post-questionnaire on Meta-cognitive Strategy Use
Appendix Ⅱ Pre-questionnaire& Post-questionnaire on English Reading Interest
Appendix Ⅲ Pre-reading Test
Appendix Ⅳ Post-reading Test
Appendix Ⅴ The result of Questionnaires and Tests
Acknowledgements



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