【摘要】：元認知能力是學生對自己的學習過程實施有效監(jiān)測和調控的一種能力。培養(yǎng)學生的元認知能力是當前新一輪課程改革提出的新要求,有助于提升學生的綜合素養(yǎng),提高學習效率。基于現有文獻,國內外學者對學生元認知能力的研究主要是針對大學階段的數學、地理、多媒體學習等領域,將元認知能力與中學階段高中生英語學習結合起來的研究并不多見。因此,該研究具有一定的學術價值和較強的教學實踐意義。該研究采用定量研究方法,通過問卷調查分析高中學生英語學習元認知能力現狀,研究樣本是云南省昆明市某中學的146名高三學生。該研究調查問卷的內容分為三個維度,即元認知知識,元認知體驗和元認知策略。調查數據使用SPSS 17.0進行了分析處理。數據分析包括:信度分析、效度檢驗、描述性統計、差異分析和相關分析。數據分析結果顯示:(1)高中學生英語學習中元認知能力的整體水平處于中低等狀態(tài);(2)高中學生的英語成績與其元認知知識、體驗和策略成正相關,他們的元認知能力直接影響到英語成績,英語成績高的學生元認知能力較高;(3)學生在英語學習中,元認知能力不存在性別差異和年齡差異,也不存在城鄉(xiāng)差異;(4)高中學生的分科情況對學生的英語學習成績造成一定的影響�；跀祿芯拷Y果,本研究得出的結論和啟示如下:(1)高中學生英語學習元認知能力水平普遍較低,他們不能很好地運用元認知知識和策略有效促進自己的英語學習;(2)對高中學生進行元認知能力的培養(yǎng)具有可行性和必要性,這將使所有的學生都受益。在培訓中,教師無需考慮學生的性別、年齡和城鄉(xiāng)差別。(3)在日常教學中教師可以通過反思訓練培養(yǎng)學生的元認知意識;(4)教師可以有意識地教授相關知識,不斷豐富學生的元認知知識;(5)教師需要創(chuàng)設情境,開展多樣化的活動,讓學生積累元認知體驗;(6)教師可以采用設置問題的方式引導學生,提高他們運用元認知策略的能力。
[Abstract]:Metacognitive ability is a kind of ability for students to monitor and regulate their learning process effectively. To cultivate students' metacognitive ability is a new requirement of the new curriculum reform, which is helpful to improve students' comprehensive accomplishment and improve their learning efficiency. Based on the existing literature, the research of students' metacognitive ability at home and abroad is mainly aimed at mathematics, geography, multimedia learning and other fields in the university stage. The combination of metacognitive ability and high school students' English learning is rare. Therefore, this research has certain academic value and strong teaching practice significance. The present situation of English learning metacognitive ability of senior high school students is analyzed by a questionnaire survey. The sample is 146 senior high school students from a middle school in Kunming, Yunnan Province. The questionnaire is divided into three dimensions: metacognitive knowledge, metacognitive experience and metacognitive strategies. The investigation data were analyzed by SPSS 17.0. Data analysis includes reliability analysis, validity test, descriptive statistics, variance analysis and correlation analysis. The results of data analysis show that: (1) the overall level of metacognitive ability in English learning of senior high school students is in the middle and low level; (2) the English achievement of senior high school students is positively related to their metacognitive knowledge, experience and strategies. Their metacognitive ability has a direct impact on their English achievement, and the students with high English achievement have higher metacognitive ability. (3) there is no gender and age difference in metacognitive ability. There is no difference between urban and rural areas; (4) the division of subjects of senior high school students has a certain impact on students' English learning achievement. Based on the results of this study, the conclusions and implications of this study are as follows: (1) English learning metacognitive ability of senior high school students is generally low; They can't make good use of metacognitive knowledge and strategies to promote their English learning effectively. (2) it is feasible and necessary to develop metacognitive ability for senior high school students, which will benefit all students. In training, teachers do not need to take into account the gender, age and urban-rural differences of students. (3) in daily teaching, teachers can cultivate students' metacognitive awareness through reflective training; (4) teachers can consciously teach relevant knowledge. (5) teachers need to create situations and carry out diversified activities to enable students to accumulate metacognitive experience; (6) teachers can guide students by setting up problems and improve their ability to use metacognitive strategies.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：2267074