本文選題：語音 + 語音信念��； 參考：《浙江師范大學(xué)》2014年碩士論文

【摘要】：閱讀對人類來說有著非常重要的意義,對學(xué)生來說尤其如此。閱讀質(zhì)量的高低不僅要從認(rèn)知的角度來看,也要從元認(rèn)知的角度考慮。根據(jù)自我調(diào)節(jié)學(xué)習(xí)理論,有效的閱讀,不僅要求讀者能正確的理解文章的內(nèi)容,而且要求讀者能夠正確的判斷自己對文章的理解程度。只有準(zhǔn)確的判斷自己的理解程度,才能有針對性地調(diào)整自己的學(xué)習(xí)進(jìn)度,從而更有效的學(xué)習(xí)。 在現(xiàn)今的學(xué)校教育中,傳統(tǒng)的教學(xué)方法正逐步被新興的教學(xué)方法取代。多媒體日益進(jìn)入課堂教學(xué)活動中。在課堂上語音、動畫、圖片與傳統(tǒng)的文字材料發(fā)生著越來越密切的聯(lián)系。在這種趨勢下,閱讀也不再是單純的文字活動,而是有了語音、圖片等新元素的加入。因此,有關(guān)閱讀理解的研究也必須要考慮這些新因素的加入對閱讀的影響。 元理解的研究經(jīng)過二三十年的發(fā)展已經(jīng)日趨深入。在元理解理論指導(dǎo)之下,研究者對影響元理解監(jiān)測準(zhǔn)確性因素的研究逐漸從客觀因素轉(zhuǎn)向主觀因素。近年來,元理解領(lǐng)域?qū)π拍�、期待等因素的討論越來越�?但研究的結(jié)果卻不太一致。因此繼續(xù)研究下去是很有必要的。 基于以上考慮,本研究試圖探究語音以及語音信念對元理解監(jiān)測準(zhǔn)確性的是否有影響以及有何種影響。這里的語音信念是指讀者是否相信語音有促進(jìn)閱讀理解的作用。本研究包括兩個實驗,實驗一采用2(有語音和無語音)×2(相信和不相信)完全隨機設(shè)計,旨在考查兩種因素對閱讀理解成績及元理解監(jiān)測準(zhǔn)確性的影響。實驗二為單因素被試間設(shè)計,自變量為語音類型,分為無語音、普通話語音和法語語音三個水平,旨在考查在沒有信念激活的情況下,語音對讀者閱讀理解和元理解監(jiān)測準(zhǔn)確性是否有影響。 通過研究,得到以下結(jié)果： (1)語音對閱讀理解成績無顯著影響； (2)在無信念激活的情況下,語音對元理解監(jiān)測準(zhǔn)確性有消極影響； (3)不管實際上有無語音,只要讀者相信語音有促進(jìn)作用,就會提高其閱讀理解測驗的回憶成績； (4)相信語音的作用對元理解監(jiān)測準(zhǔn)確性有消極影響,不相信語音作用的讀者,其元理解監(jiān)測準(zhǔn)確性顯著高于相信的讀者。 以上結(jié)果說明,相比充滿人聲的環(huán)境而言,安靜的學(xué)習(xí)環(huán)境更加有利于閱讀理解。而對待信念要分情況看。如果處在一個充滿人聲的環(huán)境里,那么相信語音的作用似乎是個不錯的選擇；如果處在一個安靜的環(huán)境里,雖然不相信語音的作用會導(dǎo)致閱讀成績的下降,但卻會提升元理解監(jiān)測準(zhǔn)確性。從自我調(diào)節(jié)學(xué)習(xí)的角度來看,不相信似乎比相信更好。當(dāng)然,一個人的信念如果不是那么好轉(zhuǎn)變的話,反過來看,根據(jù)自己的信念選擇合適的閱讀環(huán)境就變得很重要了。
[Abstract]:Reading is very important for human beings, especially for students. Reading quality should be considered not only from the perspective of cognition, but also from the perspective of metacognition. According to the self-regulated learning theory, effective reading not only requires the reader to understand the content of the article correctly, but also requires the reader to judge the understanding degree of the article correctly. Only by accurately judging their understanding, can we adjust their learning progress and learn more effectively. In the present school education, the traditional teaching method is gradually replaced by the new teaching method. Multimedia is increasingly entering classroom teaching activities. In class, speech, animation, pictures and traditional text materials are more and more closely related. In this trend, reading is no longer a simple text activity, but with the addition of new elements such as voice, pictures and so on. Therefore, the study of reading comprehension must also consider the influence of these new factors on reading. The study of metacognition has gone deeper and deeper after 20 or 30 years of development. Under the guidance of meta-understanding theory, the research on the factors influencing the accuracy of meta-understanding monitoring has gradually shifted from objective factors to subjective factors. In recent years, there have been more and more discussions on factors such as belief and expectation in the field of metacognition, but the results are not consistent. Therefore, it is necessary to continue to study. Based on the above considerations, this study attempts to explore whether and how phonological beliefs affect the accuracy of meta-understanding monitoring. This phonological belief refers to whether the reader believes that pronunciation plays an important role in reading comprehension. The present study consists of two experiments. Experiment 1 was designed with 2 (phonetic and non-phonetic) 脳 2 (believe and disbelief) random design to examine the effects of two factors on reading comprehension scores and metacognition monitoring accuracy. Experiment 2 was designed for single factor subjects. The independent variable was phonetic type, which was divided into three levels: no speech, Putonghua pronunciation and French pronunciation. The purpose of the experiment was to examine the situation without the activation of belief. Pronunciation has an effect on readers' reading comprehension and metacognition monitoring accuracy. The results of the study are as follows: 1) Phonetics has no significant effect on reading comprehension; 2) without the activation of belief, pronunciation has a negative effect on the accuracy of metacognition monitoring; (3) whether or not the reader actually has pronunciation, as long as the reader believes that pronunciation has a positive effect, the recall score of the reading comprehension test will be improved; (4) it is believed that the effect of pronunciation has a negative effect on the accuracy of meta comprehension monitoring, and that for readers who do not believe in phonological effects, the accuracy of metacognition monitoring is significantly higher than that of readers who believe in it. These results suggest that a quiet learning environment is more conducive to reading comprehension than a voice-filled environment. But to treat faith should be divided into circumstances. If you are in a human-filled environment, it seems like a good choice to believe in the role of speech; if you are in a quiet environment, though you don't believe that the role of speech can lead to a decline in reading performance, But it will improve the accuracy of meta-understanding monitoring. From the perspective of self-regulated learning, it seems better not to believe than to believe. Of course, it is important to choose the right reading environment based on one's beliefs, if not so well changed.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842

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