本文選題：元認(rèn)知策略 + 高中英語(yǔ)閱讀�。� 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：對(duì)于外語(yǔ)學(xué)習(xí)者來(lái)說(shuō),閱讀的地位舉足輕重,它是外語(yǔ)學(xué)習(xí)者的主要信息知識(shí)輸入方式。因此,如何提高學(xué)生的閱讀水平一直受到研究者的關(guān)注。元認(rèn)知理論的誕生為閱讀能力研究提供了一個(gè)新的研究視角。閱讀活動(dòng)即讀者從閱讀材料中獲取知識(shí)的過(guò)程。讀者在閱讀過(guò)程中會(huì)運(yùn)用自己已經(jīng)掌握的信息、相關(guān)知識(shí)和過(guò)往經(jīng)驗(yàn)等來(lái)對(duì)閱讀材料進(jìn)行一系列的信息加工,這是一個(gè)復(fù)雜的思維過(guò)程。在這一過(guò)程中,讀者要有效地實(shí)現(xiàn)閱讀目標(biāo),提取出自己想要的閱讀信息,并解決閱讀中遇到的問(wèn)題,就必須在閱讀過(guò)程有效地監(jiān)控閱讀活動(dòng)的進(jìn)行,并采取行之有效的閱讀策略。因而,元認(rèn)知策略的培訓(xùn)對(duì)于有效的閱讀活動(dòng)是非常必要的。本調(diào)查以元認(rèn)知理論為基礎(chǔ),以四川省攀枝花市第七高級(jí)中學(xué)校高一年級(jí)的兩個(gè)平行班的學(xué)生作為研究對(duì)象,把學(xué)生按照閱讀成績(jī)分為四個(gè)小組,對(duì)被調(diào)查學(xué)生的事先計(jì)劃策略、選擇注意策略、自我監(jiān)控策略和自我評(píng)價(jià)策略進(jìn)行調(diào)查研究和分析。本研究采用問(wèn)卷調(diào)查和訪談方式獲得數(shù)據(jù),然后利用統(tǒng)計(jì)學(xué)軟件SPSS進(jìn)行分析。研究得出三個(gè)結(jié)論：1.高中生使用元認(rèn)知策略的整體情況有待提高；2.在英語(yǔ)閱讀中學(xué)生最不頻繁使用的策略是自我評(píng)價(jià)策略,其他三項(xiàng)策略使用頻率接近；3,各個(gè)小組使用各項(xiàng)策略的頻率均有較大差別,高分組頻率普遍高于低分組。最后,針對(duì)研究結(jié)果,本文為教師提供一些教學(xué)建議,希望教師可以在平常的教學(xué)中將元認(rèn)知策略培訓(xùn)滲透到日常英語(yǔ)閱讀教學(xué)中。
[Abstract]:For foreign language learners, reading plays an important role. It is the main information input method for foreign language learners.Therefore, how to improve students' reading level has been concerned by researchers.The birth of metacognitive theory provides a new perspective for the study of reading ability.Reading activity is the process by which the reader acquires knowledge from the reading material.In the process of reading, readers will use their own information, relevant knowledge and past experience to process a series of reading materials, which is a complex thinking process.In order to effectively achieve the reading goal, extract the desired reading information, and solve the problems encountered in reading, readers must effectively monitor the reading activities in the process of reading.And take effective reading strategy.Therefore, metacognitive strategy training is necessary for effective reading activities.Based on metacognitive theory, this investigation takes two parallel classes in Grade one of the seventh senior middle school in Panzhihua City, Sichuan Province, as the research object, and divides the students into four groups according to their reading scores.The investigation and analysis of the students' planning strategies, selective attention strategies, self-monitoring strategies and self-evaluation strategies were carried out.In this study, data were obtained by questionnaire and interview, and then analyzed by statistical software SPSS.The study draws three conclusions: 1.The overall use of metacognitive strategies in high school students needs to be improved.The most infrequent strategies used by middle school students in English reading are self-evaluation strategies. The frequency of the other three strategies is close to three. The frequency of each group using each strategy is different greatly. The frequency of high score group is generally higher than that of low group.Finally, in view of the results of the study, this paper provides some teaching suggestions for teachers, hoping that teachers can permeate metacognitive strategy training into daily English reading teaching in ordinary teaching.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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本文編號(hào)：1754762