在第二語言以及外語學習中,閱讀是一個復雜的互動過程。缺乏有效閱讀所必需的具體策略,學生很難理解以及構(gòu)建意義�！镀胀ǜ咧杏⒄Z課程標準(實驗)》(教育部,2003)對高中生學習策略的應用提出了明確的要求。然而,目前高中英語閱讀策略培訓相關研究不多,特別是閱讀能力困難的學習者更少受到關注。因此,本行動研究以高中階段的英語閱讀學優(yōu)生和學困生為研究對象,調(diào)查研究了這兩個學習者群體的元認知策略意識和策略實際使用情況,探討了對學困生進行元認知策略訓練的有效性。1.高中生元認知閱讀策略使用的總體情況如何?2.學優(yōu)生和學困生在元認知閱讀策略的使用情況有何明顯差異?3.學優(yōu)生和學困生兩個學習群體元認知策略培訓效果如何?研究對象為渤海大學附中高二年級12班57名學生,包括11名學優(yōu)生和10名學困生。在16周的行動研究期內(nèi),進行了閱讀水平測試和元認知閱讀策略問卷調(diào)查,并借助SPSS進行定量分析。同時,行動研究設計了元認知策略訓練以指導學生的閱讀過程。除此之外,訪談以及口頭報告為定性分析提供可靠數(shù)據(jù)。研究結(jié)果如下:首先,實驗對象總體元認知策略的使用處于中等水平。學優(yōu)生與學困生元認知策略的使用上存在明顯差異,與前...

【文章頁數(shù)】：86 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research significance and purpose
    1.3 Layout of the thesis
Chapter Two Literature review
    2.1 Metacognitive theories
        2.1.1 Metacognitive concept
        2.1.2 Elements of metacognition
    2.2 Metacognitive strategies and reading
        2.2.1 Definition of reading
        2.2.2 Reading strategies of skillful and struggling learners
        2.2.3 Metacognitive reading strategies’ classification
        2.2.4 Metacognitive strategy training model
    2.3 Relevant studies on metacognitive reading strategies
        2.3.1 The previous studies on metacognitive reading strategies abroad
        2.3.2 The previous researches on metacognitive reading strategies at home
    2.4 Summary
Chapter Three Research methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research methods
    3.4 Research instruments
        3.4.1 Questionnaire
        3.4.2 Reading test
        3.4.3 SPSS
        3.4.4 Interview and verbal reports
    3.5 Research procedures
        3.5.1 Preliminary activity
        3.5.2 Metacognitive strategy training program
        3.5.3 Observe the current practice and the results
        3.5.4 Reflection
    3.6 Data collection
    3.7 Summary
Chapter Four Results and analysis of the data
    4.1 Data analysis and discussion of research question one
        4.1.1 Data analysis and discussion of the overall metacognitive reading strategy application
        4.1.2 Data analysis and discussion of the individual metacognitive reading strategy application
    4.2 Data analysis and discussion of research question two
        4.2.1 Data analysis and discussion of Pre-QI of the differences in using metacognitive reading strategies between skillful and struggling learners
        4.2.2 Data analysis and discussion of QII of the differences in reading-related information between skillful and struggling learners
    4.3 Data analysis and discussion of research question three
        4.3.1 Data analysis and discussion of the reading tests
        4.3.2 Data analysis and discussion of the Pre-QI and Post-QI
        4.3.3 Data analysis and discussion of the interviews and verbal reports
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions
Bibliography
Appendix Ⅰ Questionnaire on the students’ metacognitive reading strategies (Chinese version)
Appendix II Students’ Reading-related Background Questionnaire (Chinese version)
Appendix III Pre-test
Appendix IV Post-test
Appendix V Interview and Verbal Reports
Appendix VI Reading Strategy Training Program
Acknowledgements
The list of the research papers published by the author



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