上個世紀(jì)八十年代以來,語言教學(xué)研究的重點(diǎn)發(fā)生轉(zhuǎn)移,由教學(xué)法主導(dǎo)下的“怎樣教”轉(zhuǎn)向?qū)W習(xí)策略主導(dǎo)下的“怎樣學(xué)”。自此,學(xué)習(xí)策略的研究成為了近些年來學(xué)術(shù)界一直討論的話題。《普通高中英語課程標(biāo)準(zhǔn)(2017年版)》中提到元認(rèn)知策略對學(xué)生計(jì)劃、監(jiān)控和調(diào)整學(xué)習(xí)過程以及評估和反思學(xué)習(xí)結(jié)果方面具有指導(dǎo)意義。近年來越來越多的研究者意識到元認(rèn)知策略培訓(xùn)對學(xué)習(xí)者的語言學(xué)習(xí)能夠產(chǎn)生積極影響并將元認(rèn)知策略運(yùn)用到實(shí)際教學(xué)中,但是許多研究者將研究重點(diǎn)放在了元認(rèn)知策略培訓(xùn)對大學(xué)生語言學(xué)習(xí)的影響,很少有研究者探究元認(rèn)知策略培訓(xùn)對高中英語教學(xué),特別是對英語寫作教學(xué)的效果。因此,本論文在調(diào)查分析元認(rèn)知策略在農(nóng)村高中英語教學(xué)中的使用現(xiàn)狀后,將著重探討如何提高學(xué)生在英語寫作中的元認(rèn)知意識,從而提高他們的英語寫作能力。本研究依據(jù)O’Malley和Chamot對元認(rèn)知策略的劃分及策略培訓(xùn)模式,采用定量和定性相結(jié)合的研究方法,以問卷調(diào)查、訪談和測試為測量工具得出研究數(shù)據(jù)和結(jié)果。實(shí)驗(yàn)對象來自于河北省青縣第一中學(xué),共由80名被試者組成,包括實(shí)驗(yàn)班39人,控制班41人。筆者在實(shí)驗(yàn)班英語寫作中進(jìn)行了為期16周的基于CALLA模式的元認(rèn)知策略培...

【文章頁數(shù)】：101 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Research background
    1.2 Research significance
    1.3 Organization of the thesis
Chapter Ⅱ Literature Review
    2.1 Theory of meta-cognition
        2.1.1 Definition of meta-cognition
        2.1.2 Classification of meta-cognition
    2.2 Meta-cognitive strategy
        2.2.1 Definition of meta-cognitive strategy
        2.2.2 Classification of meta-cognitive strategy
    2.3 Strategy training models
    2.4 English writing
        2.4.1 The nature of writing
        2.4.2 Writing teaching models
    2.5 The relationship between meta-cognitive strategy and English writing
    2.6 Researches on the application of meta-cognitive strategy in English writing abroad andin China
        2.6.1 Researches on the application of meta-cognitive strategy in English writing abroad
        2.6.2 Researches on the application of meta-cognitive strategy in English writing in China
    2.7 Summary
Chapter Ⅲ Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Meta-cognitive strategy questionnaire
        3.3.2 Interviews
        3.3.3 Tests
    3.4 The moderator variables
    3.5 Research procedure
        3.5.1 The questionnaire for subjects and interview with teachers
        3.5.2 Pretest
        3.5.3 The first interview with students
        3.5.4 CALLA meta-cognitive strategy training
        3.5.5 Post-test
        3.5.6 The second interview with students
    3.6 Sample lesson plans of English writing teaching for EC and CC
        3.6.1 A sample lesson plan of English writing teaching for EC
        3.6.2 A sample lesson plan of English writing teaching for CC
Chapter Ⅳ Data Analysis and Discussion
    4.1 The positive effect of CALLA meta-cognitive strategy training on students' meta-cognitive awareness in English writing
        4.1.1 Analysis of interviews with students before the experiment
        4.1.2 Analysis of interviews with students after the experiment
    4.2 The positive effect of CALLA meta-cognitive strategy training on English writingproficiency
        4.2.1 The comparison of the pretest of EC and CC
        4.2.2 The comparison of the post-test of EC and CC
Chapter Ⅴ Conclusion
    5.1 Major findings of the study
    5.2 Pedagogical implications of the study
    5.3 Limitations of the study
    5.4 Suggestions for further study
Bibliography
Appendices
    Appendix 1 Meta-cognitive strategy questionnaire
    Appendix 2 Pretest paper
    Appendix 3 English writing paper in sample lesson
    Appendix 4 Post-test paper
    Appendix 5 Rating Criteria of English Writing Test in Junior Middle School in HebeiProvince
    Appendix 6 Rating Criteria of English Writing Test in Senior High School
    Appendix 7 The first interview with students
    Appendix 8 The second interview with students
    Appendix 9 The interview with teachers
    Appendix 10 Meta-cognitive strategy knowledge handout
    Appendix 11 Meta-cognitive strategy self-checklist
    Appendix 12 Formative evaluation form for English writing education
    Appendix 13 Questionnaire reliability test results
    Appendix 14 Independent-samples T test of the questionnaire of EC and CC
    Appendix 15 The results of the interview with teachers
Acknowledgements



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