本文選題：元認(rèn)知 + 學(xué)習(xí)策略��； 參考：《西南石油大學(xué)》2013年碩士論文

【摘要】：近年來,關(guān)于學(xué)習(xí)策略運(yùn)用的研究在教育界受到了廣大學(xué)者的關(guān)注。大量的研究結(jié)果表明元認(rèn)知策略以及其他學(xué)習(xí)策略的有效運(yùn)用,在語言的學(xué)習(xí)和發(fā)展過程中對學(xué)習(xí)者元認(rèn)知水平的提高有著非常重要的作用。研究者認(rèn)為教師通過課堂教學(xué)影響和培養(yǎng)學(xué)習(xí)者在語言學(xué)習(xí)過程中自主使用學(xué)習(xí)策略有利于語言學(xué)習(xí)。 主要的研究問題為： 1)外語專業(yè)學(xué)生在剛進(jìn)入大學(xué)時(shí)元認(rèn)知水平如何?對此課程持什么態(tài)度? 2)通過8周的外語學(xué)習(xí)策略課程,學(xué)生的元認(rèn)知是否有發(fā)展?在元認(rèn)知知識和策略使用上有什么具體表現(xiàn)? 3)課程結(jié)束后學(xué)生的元認(rèn)知水平如何?對本課程有什么反思? 基于此,本研究用了定性研究方法,歷時(shí)地考察外語專業(yè)2011級新生在接受了學(xué)習(xí)策略課程的過程中,元認(rèn)知知識和元認(rèn)知策略的使用變化,并運(yùn)用了課堂觀察、課后反思作業(yè)和訪談三種研究工具,抽取了3名西南石油大學(xué)外語專業(yè)的學(xué)生來調(diào)查分析其元認(rèn)知知識和元認(rèn)知策略使用。 研究結(jié)果表明,剛?cè)雽W(xué)時(shí)外語專業(yè)3名學(xué)生的元認(rèn)知知識水平不一,元認(rèn)知策略使用率不高。通過8周的外語學(xué)習(xí)策略課程,學(xué)生的元認(rèn)知知識和策略使用均有提高。其中,元認(rèn)知知識在培訓(xùn)前期提高顯著,后期提高緩慢；元認(rèn)知策略使用則經(jīng)整個(gè)培訓(xùn)后才顯著提高；元認(rèn)知策略提高的難度大于元認(rèn)知知識。訪談結(jié)果顯示,在學(xué)習(xí)策略培訓(xùn)后,3位學(xué)生的元認(rèn)知的知識和策略使用都有不同程度的變化,他們對這次外語策略課程的態(tài)度看法各不相同,且同一位學(xué)生在課程的不同階段,對此次課程也持有不同的看法。 本研究得出結(jié)論：外語專業(yè)學(xué)習(xí)者通過此次外語學(xué)習(xí)策略課程的學(xué)習(xí)在不同程度上提高了元認(rèn)知水平,另一方面也更加熟練使用學(xué)習(xí)策略和元認(rèn)知策略來提高語言學(xué)習(xí)效率。
[Abstract]:In recent years, the study on the use of learning strategies has attracted the attention of many scholars in the field of education. A large number of results show that the effective use of metacognitive strategies and other learning strategies plays a very important role in the improvement of learners' metacognitive level in the process of language learning and development. The researchers believe that teachers influence and train learners to use learning strategies autonomously in the process of language learning through classroom teaching. The main research issues are: 1) what is the metacognition level of foreign language majors when they enter university? What is your attitude towards this course? 2) does the metacognition of students develop through the 8-week foreign language learning strategy course? What are the specific manifestations of metacognitive knowledge and the use of strategies? 3) what is the metacognition level of the students after the course? What is the reflection on this course? Based on this, a qualitative study was used to investigate the changes of metacognitive knowledge and metacognitive strategies in the process of accepting the course of learning strategies for the freshmen of Grade 2011 of foreign language majors, and the classroom observation was used. Three kinds of research tools including reflective homework and interview were used to investigate and analyze the use of metacognitive knowledge and metacognitive strategies among three students majoring in foreign language at Southwest Petroleum University. The results show that the level of metacognitive knowledge is different and the utilization rate of metacognitive strategies is not high. After 8 weeks of foreign language learning strategy course, students' metacognitive knowledge and strategy use are improved. Among them, metacognitive knowledge improves significantly in the early stage of training, but slowly in the later period; the use of metacognitive strategies is significantly improved after the whole training; the difficulty of improving metacognitive strategies is more difficult than that of metacognitive knowledge. The results showed that the metacognitive knowledge and strategy use of the three students changed in different degrees after learning strategy training. Their attitudes towards the course were different, and the same student was at different stages of the course. There is also a different view of the course. The present study concludes that foreign language learners can improve their metacognitive level in different degrees through the study of foreign language learning strategies. On the other hand, they are more proficient in using learning strategies and metacognitive strategies to improve their language learning efficiency.
【學(xué)位授予單位】：西南石油大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H09

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