本文選題：元認知策略訓練 + 高中地理��； 參考：《河北師范大學》2016年碩士論文

【摘要】：隨著高中地理課程改革的不斷深入,學生學習方法的運用是否得當有效關乎著其學業(yè)的成敗。自主學習是新課程改革所倡導的學習方式,具備自主學習能力的人有利于快速獲取知識并可以輕松融入到這個知識大爆炸的社會中來。經研究發(fā)現,目前高中生在學習地理課程中普遍缺乏對自主學習方法的運用。因此,運用相關方法來培養(yǎng)高中地理自主學習能力顯得尤為重要。經梳理國內外學者關于自主學習能力的相關研究成果發(fā)現,培養(yǎng)和提高自主學習能力可以從學生的學習觀念、學習計劃、主體意識等方面進行著手,其中,運用元認知策略理論來培養(yǎng)學生自主學習能力成為了熱點。從自主學習理論中可得知,計劃、調節(jié)、監(jiān)控是自主學習過程中重要環(huán)節(jié),與元認知策略中的計劃策略、調節(jié)策略和監(jiān)控策略不謀而合。本研究旨在通過元認知策略訓練來提高高中生地理自主學習能力以及元認知策略運用水平。本文運用文獻研究法、問卷調查法和訓練實驗法三種方法展開研究。通過文獻法對研究背景以及元認知策略和自主學習方面的研究歷史與現狀進行了梳理與總結,在此基礎上分別對元認知策略和自主學習理論進行了深入分析,并且對兩者關系進行了深層次剖析。通過問卷調查,在分析當前高中地理自主學習中元認知策略運用存在的問題的基礎上,對高中地理自主學習中元認知策略訓練的內容、方案設計及實施過程進行了總結,其實施過程可概括為：興趣培養(yǎng)階段——元認知策略講授階段——元認知策略訓練階段——強化階段——應用階段。通過訓練實驗法,對比分析了訓練實驗前后調查問卷、學習成績的差異,總結了訓練實驗的效果與存在的問題進而提出了高中地理自主學習中應用元認知策略訓練的相關建議。以所任教邢臺市南和縣第一中學高一兩個文科班為研究對象,分為實驗班和對照班。在實驗班以元認知策略訓練階段進行階段教學,對學生進行元認知與元認知策略滲透。通過課堂教學分散訓練以及知識講座集中訓練兩種主要方式進行訓練。在對照班運用常規(guī)的課堂教學模式,不傳授元認知策略相關知識。經過一個學期的實驗研究,實驗班明顯取得成效,具體表現在元認知知識與學習意識動機、目標與計劃的制定、學習策略的選擇、自我評價與反思、自我調節(jié)與自我監(jiān)控六個維度方面的能力都比訓練前有所提高。同時,地理學習成績也高于對照班。根據元認知策略訓練過程中出現的問題提出四點建議：其一,關注個體差異,進行因材施教。其二,了解學生地理學習特點以及自主學習現狀。其三,加強學困生元認知策略訓練。其四,延長研究時間,提高推廣價值。希望本研究能夠對豐富教師教學方法與技巧、轉變學生學生方式、提高地理自主學習水平提供參考。
[Abstract]:With the deepening of the reform of Geography Curriculum in high school, the successful application of students' learning methods is related to the success or failure of their studies. Autonomous learning is a learning method advocated by the new curriculum reform. The people with independent learning ability are beneficial to the rapid acquisition of knowledge and can easily melt into the society of the great explosion of knowledge. It is found that high school students are generally lacking in the use of autonomous learning methods in the course of learning geography. Therefore, it is particularly important to use relevant methods to cultivate the autonomous learning ability of high school geography. Learning concept, learning plan, subject consciousness and so on, the use of metacognitive strategy theory to cultivate students' autonomous learning ability has become a hot spot. From the theory of autonomous learning, it is known that planning, regulation and monitoring are important links in the process of autonomous learning, and the planning strategy, adjustment strategy and monitoring strategy in metacognitive strategies. This study aims to improve the ability of high school students' autonomous learning and the application level of metacognitive strategies through metacognitive strategy training. This paper uses three methods of literature research, questionnaire and training experiments. The research background and the research of metacognitive strategies and autonomous learning are studied by the literature method. After a thorough analysis of the metacognitive strategy and the self-learning theory, a deep analysis of the relationship between the two is carried out on the basis of this, and a questionnaire survey is made to analyze the existing problems in the application of metacognitive strategies in the current high school autonomous learning. The content, design and implementation process of metacognitive strategy training are summarized. The implementation process can be summarized as: the stage of interest training - the stage of Metacognitive Strategy Teaching - the training stage of metacognitive strategy - the strengthening stage - the application stage. Through the training experiment method, it compares and analyzes the investigation before and after the training experiment. A questionnaire, the difference of learning achievement, the effect of the training experiment and the existing problems are summarized, and then the relevant suggestions on the application of metacognitive strategy in the autonomous learning of high school geography are put forward. One or two high school classes in the first middle school of Nanhe County in Xingtai city are taken as the research object, which are divided into the experimental class and the control class. Stage teaching in the training stage, metacognition and metacognition strategy permeate students. Two main ways are trained through classroom teaching dispersion training and knowledge lecture intensive training. In the control class, the conventional classroom teaching mode is used to teach the knowledge of metacognitive strategies. After one semester's experiment research, the experimental class is carried out. The ability of the six dimensions of the goals and plans, the choice of learning strategies, the self evaluation and reflection, the self-regulation and self monitoring are all higher than those before the training. At the same time, the achievement of geography learning is also higher than that of the control class. Four suggestions are put forward: first, pay attention to individual differences and teach students in accordance with their aptitude. Secondly, to understand the characteristics of students' geographical learning and the status of autonomous learning. Thirdly, strengthen the training of metacognitive strategies for students with learning difficulties. Fourthly, to extend the study time and improve the value of promotion. It provides reference for students to improve their autonomous learning level.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.55

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