本文選題：元認(rèn)知策略 + 英語詞匯學(xué)習(xí)��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：在當(dāng)今英語教學(xué)中,素質(zhì)教育的實(shí)施必然強(qiáng)調(diào)學(xué)生綜合語言能力的發(fā)展,包括語言學(xué)習(xí)策略的發(fā)展。其中,元認(rèn)知策略的發(fā)展關(guān)乎學(xué)生自主學(xué)習(xí)和管理能力的提升,尤為重要。詞匯,作為最基本的語言知識,是學(xué)好英語的關(guān)鍵。然而,目前高中生在詞匯學(xué)習(xí)中存在諸多問題,如詞匯遺忘率高、錯(cuò)誤不反思、自學(xué)能力差。因此,教師有必要幫助學(xué)生運(yùn)用元認(rèn)知策略來解決存在的詞匯學(xué)習(xí)問題,并提供個(gè)性化指導(dǎo)以促進(jìn)每位學(xué)生的發(fā)展。然而,聚焦高中階段的此類研究相對較少。因此,有必要調(diào)查高中生英語詞匯學(xué)習(xí)中元認(rèn)知策略的使用概況,并以性別、英語詞匯水平作為變量進(jìn)行分析。本研究聚焦四川省成都市鹽道街中學(xué)高一學(xué)生,選取了同一英語教師授課的兩個(gè)班級共96名學(xué)生進(jìn)行調(diào)查。通過給每位學(xué)生分發(fā)問卷、對包含該教師在內(nèi)的共3名高一英語執(zhí)教教師和12名不同詞匯水平的學(xué)生進(jìn)行訪談、以及為期三個(gè)月的課內(nèi)外觀察,本研究收集了量性和質(zhì)性的數(shù)據(jù)。根據(jù)所收集數(shù)據(jù),本研究有以下發(fā)現(xiàn)。首先,大多學(xué)生在詞匯學(xué)習(xí)中很少有意識地使用元認(rèn)知策略,尤其是計(jì)劃策略。具體而言,元認(rèn)知策略使用的差異在男女之間不明顯,而在不同詞匯水平的學(xué)生之間較明顯,因此后面著重研究分析元認(rèn)知策略使用與不同詞匯水平之間是否存在某種關(guān)系。其次,學(xué)生的元認(rèn)知策略的使用程度與詞匯水平之間有著顯著的正相關(guān)。其中,選擇性注意、監(jiān)控策略的使用與詞匯水平的相關(guān)性更強(qiáng)。但是基于學(xué)生元認(rèn)知策略使用的實(shí)際,本研究總結(jié)得出,高中英語詞匯學(xué)習(xí)中計(jì)劃策略和監(jiān)控策略的使用更應(yīng)該得到加強(qiáng)。在以后的英語詞匯教學(xué)中,本文提出以下建議:首先,教師要培養(yǎng)學(xué)生元認(rèn)知策略使用的意識。其次,對于不同詞匯水平的學(xué)生,教師應(yīng)根據(jù)其元認(rèn)知策略使用的情況,提出隱性分層的要求。分層教學(xué)步驟如下:1.根據(jù)學(xué)生詞匯水平進(jìn)行學(xué)生分組;2.教師幫助不同組的學(xué)生建立元認(rèn)知策略使用的目標(biāo)、確定相應(yīng)計(jì)劃;3.教師對不同詞匯水平學(xué)生提供個(gè)性化指導(dǎo);4.幫助學(xué)生進(jìn)行元認(rèn)知策略使用情況的分層評價(jià)�？傊�,元認(rèn)知策略培訓(xùn)應(yīng)與分層教學(xué)相結(jié)合,以提高學(xué)生的詞匯學(xué)習(xí)效率和自學(xué)能力。
[Abstract]:In today's English teaching, the implementation of quality education must emphasize the development of students' comprehensive language competence, including the development of language learning strategies. Among them, the development of metacognitive strategies relates to the improvement of students' autonomous learning and management ability, especially important. Vocabulary, as the most basic language knowledge, is the key to learn English well. However, there are many problems in vocabulary learning of senior high school students, such as high vocabulary forgetting rate, no reflection on mistakes and poor self-study ability. Therefore, it is necessary for teachers to help students use metacognitive strategies to solve the existing vocabulary learning problems and provide individualized guidance to promote the development of each student. However, there are relatively few such studies focused on high school. Therefore, it is necessary to investigate the use of metacognitive strategies in senior high school students' English vocabulary learning, and analyze the variables of gender and English vocabulary level. This study focused on the first year students of Yandaojie Middle School in Chengdu, Sichuan Province, and investigated 96 students in two classes taught by the same English teacher. Three senior English teaching teachers and 12 students with different vocabulary levels were interviewed and observed for three months. Quantitative and qualitative data were collected in this study. Based on the data collected, this study has the following findings. First, most students seldom use metacognitive strategies, especially planning strategies, in vocabulary learning. Specifically, the differences in the use of metacognitive strategies are not significant between men and women, but among students at different lexical levels. Therefore, the study focuses on whether there is a certain relationship between metacognitive strategy use and different lexical levels. Secondly, there is a significant positive correlation between the use of metacognitive strategies and vocabulary level. Among them, selective attention, the use of monitoring strategies and vocabulary level is more relevant. However, based on the actual use of students' metacognitive strategies, this study concludes that the use of planning and monitoring strategies in English vocabulary learning in senior high schools should be strengthened. In the future English vocabulary teaching, this paper puts forward the following suggestions: first, teachers should cultivate students' awareness of the use of metacognitive strategies. Secondly, according to the use of metacognitive strategies, teachers should put forward the requirement of tacit stratification for students with different vocabulary levels. The steps of hierarchical teaching are as follows: 1. According to the students' vocabulary level, students are divided into groups. Teachers help students in different groups to set up goals for using metacognitive strategies and determine the corresponding plans. Teachers provide individualized guidance to students with different vocabulary levels. To help students to assess the use of metacognitive strategies at different levels. In short, metacognitive strategy training should be combined with hierarchical teaching in order to improve students' vocabulary learning efficiency and self-study ability.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 宋燕;鄭璇;;元認(rèn)知策略在高中英語寫作學(xué)習(xí)中的調(diào)查研究[J];濟(jì)寧學(xué)院學(xué)報(bào);2016年06期

2 方義桂;;高中生英語學(xué)習(xí)策略與成績的相關(guān)研究[J];現(xiàn)代教育科學(xué);2010年02期

3 張慶宗;;外語學(xué)習(xí)觀念對學(xué)習(xí)策略選擇的影響[J];外語教學(xué);2008年02期

4 葉琳;劉文霞;;國外分層教學(xué)歷史發(fā)展概況[J];教學(xué)與管理;2008年03期

5 葛炳芳;;關(guān)于中學(xué)生英語學(xué)習(xí)動機(jī)、觀念、策略關(guān)系的一項(xiàng)實(shí)證研究[J];國外外語教學(xué);2006年01期

6 王篤勤;大學(xué)英語自主學(xué)習(xí)能力的培養(yǎng)[J];外語界;2002年05期

7 李炯英;中國學(xué)生二語學(xué)習(xí)策略的觀念與運(yùn)用——一項(xiàng)實(shí)證研究[J];外語教學(xué);2002年01期

8 文秋芳!210093;英語學(xué)習(xí)者動機(jī)、觀念、策略的變化規(guī)律與特點(diǎn)[J];外語教學(xué)與研究;2001年02期

9 毛景煥;;班內(nèi)分組分層教學(xué)存在的問題及其優(yōu)化策略[J];教育研究與實(shí)驗(yàn);2000年04期

10 馬廣惠;高分組學(xué)生與低分組學(xué)生在學(xué)習(xí)策略上的差異研究[J];外語界;1997年02期

相關(guān)碩士學(xué)位論文 前4條

1 李紅;高中英語分層教學(xué)的實(shí)證研究[D];山東師范大學(xué);2015年

2 吳雨瓊;學(xué)習(xí)動機(jī)、觀念、策略對大學(xué)英語學(xué)習(xí)效果影響的研究[D];長江大學(xué);2014年

3 陳耀霞;高中英語詞匯教學(xué)中元認(rèn)知策略培訓(xùn)效果的實(shí)驗(yàn)研究[D];廣州大學(xué);2013年

4 陳菲;班內(nèi)隱性分層模式在初中英語教學(xué)中的應(yīng)用[D];山東師范大學(xué);2012年

，

本文編號：1995000