【摘要】：元認(rèn)知能力是學(xué)生對(duì)自己的學(xué)習(xí)過(guò)程實(shí)施有效監(jiān)測(cè)和調(diào)控的一種能力。培養(yǎng)學(xué)生的元認(rèn)知能力是當(dāng)前新一輪課程改革提出的新要求,有助于提升學(xué)生的綜合素養(yǎng),提高學(xué)習(xí)效率�；诂F(xiàn)有文獻(xiàn),國(guó)內(nèi)外學(xué)者對(duì)學(xué)生元認(rèn)知能力的研究主要是針對(duì)大學(xué)階段的數(shù)學(xué)、地理、多媒體學(xué)習(xí)等領(lǐng)域,將元認(rèn)知能力與中學(xué)階段高中生英語(yǔ)學(xué)習(xí)結(jié)合起來(lái)的研究并不多見(jiàn)。因此,該研究具有一定的學(xué)術(shù)價(jià)值和較強(qiáng)的教學(xué)實(shí)踐意義。該研究采用定量研究方法,通過(guò)問(wèn)卷調(diào)查分析高中學(xué)生英語(yǔ)學(xué)習(xí)元認(rèn)知能力現(xiàn)狀,研究樣本是云南省昆明市某中學(xué)的146名高三學(xué)生。該研究調(diào)查問(wèn)卷的內(nèi)容分為三個(gè)維度,即元認(rèn)知知識(shí),元認(rèn)知體驗(yàn)和元認(rèn)知策略。調(diào)查數(shù)據(jù)使用SPSS 17.0進(jìn)行了分析處理。數(shù)據(jù)分析包括:信度分析、效度檢驗(yàn)、描述性統(tǒng)計(jì)、差異分析和相關(guān)分析。數(shù)據(jù)分析結(jié)果顯示:(1)高中學(xué)生英語(yǔ)學(xué)習(xí)中元認(rèn)知能力的整體水平處于中低等狀態(tài);(2)高中學(xué)生的英語(yǔ)成績(jī)與其元認(rèn)知知識(shí)、體驗(yàn)和策略成正相關(guān),他們的元認(rèn)知能力直接影響到英語(yǔ)成績(jī),英語(yǔ)成績(jī)高的學(xué)生元認(rèn)知能力較高;(3)學(xué)生在英語(yǔ)學(xué)習(xí)中,元認(rèn)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(xué)生的分科情況對(duì)學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)?cè)斐梢欢ǖ挠绊��；跀?shù)據(jù)研究結(jié)果,本研究得出的結(jié)論和啟示如下:(1)高中學(xué)生英語(yǔ)學(xué)習(xí)元認(rèn)知能力水平普遍較低,他們不能很好地運(yùn)用元認(rèn)知知識(shí)和策略有效促進(jìn)自己的英語(yǔ)學(xué)習(xí);(2)對(duì)高中學(xué)生進(jìn)行元認(rèn)知能力的培養(yǎng)具有可行性和必要性,這將使所有的學(xué)生都受益。在培訓(xùn)中,教師無(wú)需考慮學(xué)生的性別、年齡和城鄉(xiāng)差別。(3)在日常教學(xué)中教師可以通過(guò)反思訓(xùn)練培養(yǎng)學(xué)生的元認(rèn)知意識(shí);(4)教師可以有意識(shí)地教授相關(guān)知識(shí),不斷豐富學(xué)生的元認(rèn)知知識(shí);(5)教師需要?jiǎng)?chuàng)設(shè)情境,開(kāi)展多樣化的活動(dòng),讓學(xué)生積累元認(rèn)知體驗(yàn);(6)教師可以采用設(shè)置問(wèn)題的方式引導(dǎo)學(xué)生,提高他們運(yùn)用元認(rèn)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(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：2267074