發(fā)布時間：2018-05-12 23:08

  本文選題：元認知策略 + 中學生��； 參考：《內(nèi)蒙古師范大學》2016年碩士論文

【摘要】：學會學習是提高學習成績、學習效率的基礎,元認知策略是學生實現(xiàn)掌握學會學習技能的關鍵。元認知策略指學習者利用所具有的元認知知識去有意識地控制自己思維和認知活動。包括對認知活動實施的計劃、監(jiān)控、反饋和調(diào)節(jié),使學習方法和學習過程更加合理有效。本研究依據(jù)元認知策略的概念與結(jié)構(gòu),以蒙、漢語授課學校的中學生為研究對象,旨在編制出適合測查少數(shù)民族地區(qū)中學生元認知策略的問卷,并探討蒙語授課和漢語授課中學生的元認知策略使用現(xiàn)狀。本研究文獻查閱、訪談、半開式問卷調(diào)查等基礎上,編制元認知策略項目,經(jīng)過專家組多次評定及修改,形成初測問卷。在內(nèi)蒙古八個地區(qū),共收集到有效問卷1245份,使用SPSS19.0和AMOS17.0軟件對數(shù)據(jù)進行描述性統(tǒng)計、項目分析、探索因素分析、相關分析、驗證因素分析、回歸分析、信效度檢驗等分析。最后對蒙、漢語授課中學生的元認知策略使用情況進行探討。得到以下結(jié)論：1.所編制的《中學生元認知策略問卷》包含知識掌握監(jiān)控調(diào)整、方法使用監(jiān)控調(diào)整、注意力動力監(jiān)控調(diào)節(jié)、計劃性措施四個維度,18個題目。問卷采用Likert五點計分法。問卷的內(nèi)部一致性信度為0.880,分半信度為0.881。2.經(jīng)檢驗中學生元認知策略問卷各測量學指標良好,具有良好的信度和效度�？梢宰鳛闇y查蒙語授課與漢語授課初中生和高中生元認知策略水平的有效工具。3.漢語授課中學生在元認知策略總水平上無性別差異；在注意力動力監(jiān)控調(diào)節(jié)策略上,女生顯著高于男生。初中、高中相鄰年級間差異不顯著,高一學生元認知策略使用水平高于高三學生。4.蒙語授課中學生,女生元認知策略使用顯著高于男生,主要表現(xiàn)在知識掌握監(jiān)控調(diào)整、注意力動力監(jiān)控調(diào)節(jié)、計劃性措施三個方面。七年級學生的元認知策略使用顯著高于八年級；高中相鄰年級差異不顯著；高一年級學生元認知策略使用顯著高于高三年級。
[Abstract]:Learning to learn is the basis of improving academic achievement and learning efficiency. Metacognitive strategy is the key to master learning skills. Metacognitive strategies refer to learners who use their metacognitive knowledge to consciously control their own thinking and cognitive activities. Including the implementation of cognitive activities, monitoring, feedback and adjustment to make learning methods and learning process more reasonable and effective. Based on the concept and structure of metacognitive strategies, this study aimed to compile a questionnaire for middle school students in Mongolian and Chinese teaching schools to investigate the metacognitive strategies of middle school students in minority areas. And to explore the use of metacognitive strategies in Mongolian and Chinese teaching. On the basis of literature review, interview and semi-open questionnaire, the project of metacognitive strategy was compiled, which was evaluated and revised many times by expert group to form the preliminary questionnaire. A total of 1245 valid questionnaires were collected in eight regions of Inner Mongolia. Descriptive statistics, item analysis, exploratory factor analysis, correlation analysis, validation factor analysis, regression analysis, reliability and validity test were used to analyze the data using SPSS19.0 and AMOS17.0 software. Finally, the use of metacognitive strategies in Mongolian and Chinese teaching students is discussed. Get the following conclusion: 1. The Metacognitive Strategy questionnaire for Middle School students consists of four dimensions, 18 topics, including the adjustment of knowledge mastery, the adjustment of using monitoring, the adjustment of attention dynamic monitoring, and the regulation of planned measures. Likert five-point scoring method was used in the questionnaire. The internal consistency reliability and split-half reliability of the questionnaire were 0.880 and 0.881.2 respectively. The metacognitive strategy questionnaire has good reliability and validity. It can be used as an effective tool to test the metacognitive strategy level of junior high school students and senior high school students in Mongolian language teaching and Chinese teaching. There was no gender difference in metacognitive strategies in Chinese teaching students, and girls were significantly higher than boys in monitoring and regulating strategies of attention dynamics. There was no significant difference between the adjacent grades in junior middle school and senior high school, and the level of metacognitive strategies used by senior one students was higher than that of senior three students. 4. The use of metacognitive strategies of female students in Mongolian teaching was significantly higher than that of boys, mainly in the following three aspects: the adjustment of knowledge mastery, the regulation of attention dynamics, and the planning measures. The use of metacognitive strategies in grade 7 was significantly higher than that in grade 8; there was no significant difference between the adjacent grades in senior high school; the use of metacognitive strategies in grade 1 was significantly higher than that in grade 3.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：B842.1
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本文編號：1880546