英語(yǔ)閱讀教學(xué)研究,一直是國(guó)內(nèi)外學(xué)者研究的熱點(diǎn)話題。但是,縱觀國(guó)內(nèi)外有關(guān)英語(yǔ)閱讀的研究,我們發(fā)現(xiàn),針對(duì)中國(guó)英語(yǔ)閱讀教學(xué)的研究,始終是這個(gè)研究體系中最薄弱的環(huán)節(jié)之一。如何提高我國(guó)初中學(xué)生英語(yǔ)閱讀能力,成為我們研究和教學(xué)工作的重點(diǎn)。本文采用定量和定性分析的方法,并結(jié)合元認(rèn)知策略問(wèn)卷、英語(yǔ)閱讀測(cè)試、半開(kāi)放式訪談等手段,對(duì)以下問(wèn)題進(jìn)行研究:(1)目前初中生在英語(yǔ)閱讀學(xué)習(xí)中,對(duì)元認(rèn)知策略的應(yīng)用情況如何?(2)元認(rèn)知策略培訓(xùn)是否影響元認(rèn)知策略的應(yīng)用?(3)元認(rèn)知策略的應(yīng)用與英語(yǔ)閱讀成績(jī)是否存在關(guān)系?如果是,有什么?本次實(shí)驗(yàn)采用實(shí)證研究的方法,一共持續(xù)了20周的時(shí)間。本次實(shí)驗(yàn)的研究對(duì)象是安徽省某農(nóng)村中學(xué)九年級(jí)2個(gè)班級(jí)的106個(gè)學(xué)生。作者將她所帶班級(jí)的兩個(gè)班級(jí)分為實(shí)驗(yàn)班和控制班。對(duì)于實(shí)驗(yàn)班的學(xué)生,作者在平時(shí)的英語(yǔ)閱讀課堂教學(xué)中開(kāi)展元認(rèn)知策略培訓(xùn)。對(duì)于控制班級(jí)的學(xué)生,作者則沒(méi)有針對(duì)性地進(jìn)行閱讀策略培訓(xùn)。本次策略培訓(xùn)的內(nèi)容主要集中在元認(rèn)知知識(shí)的講授以及計(jì)劃策略、監(jiān)控策略和評(píng)估策略三項(xiàng)元認(rèn)知策略的訓(xùn)練上。首先,在培訓(xùn)前,為了掌握初中學(xué)生在英語(yǔ)閱讀練習(xí)中元認(rèn)知策略的使用情況,作者對(duì)實(shí)驗(yàn)班和控制班的學(xué)生分別進(jìn)行第...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter1 Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter2 Literature Review
    2.1 Meta-cognition
    2.2 Meta-cognitive Strategy
    2.3 Meta-cognitive Strategy in English Reading
    2.4 Previous Studies of Meta-cognitive Strategy in Reading
        2.4.1 Studies Abroad
        2.4.2 Studies at Home
    2.5 Theories on Reading Strategies
Chapter3 Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Pre-test and Post-test Material
    3.4 Research Procedures
        3.4.1 Questionnaire and Test before Training
        3.4.2 Training Content and Training Plan
        3.4.3 Training Implementation
        3.4.4 Questionnaire and Test after Training
    3.5 Data Collection
Chapter4 Result and Discussion
    4.1 Results
        4.1.1 Results of the pre-questionnaire before Training
        4.1.2 Results from the Questionnaires and Tests
        4.1.3 Results of the Post-questionnaire after Training
    4.2 Discussion
        4.2.1 The Application of Meta-cognitive Strategies before Training
        4.2.2 The Training of Meta-cognitive Strategies Benefits the Application of Meta-cognitive Strategies
        4.2.3 The Correlation between Meta-cognitive Strategies and English Reading Performance
Conclusion
References
Appendix A Teaching plan of Do you know when basketball was invented?
附錄B 初中生英語(yǔ)閱讀元認(rèn)知策略使用情況調(diào)查問(wèn)卷
Appendix C Pre-test
Appendix D Post-test
Appendix E Reading Material
Appendix F Students’English Reading Performance of Experimental Class
Appendix G Students’English Reading Performance of Control Class
Appendix H 詳細(xì)中文摘要
Acknowledgements



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