本文選題：元認知策略 + 英語閱讀��； 參考：《伊犁師范學(xué)院》2017年碩士論文

【摘要】：20世紀60年代開始,教學(xué)研究的重點從“怎樣教”轉(zhuǎn)向“怎樣學(xué)”。如何幫助學(xué)生“學(xué)會學(xué)習(xí)”,做學(xué)習(xí)的主導(dǎo)者成為教育工作者關(guān)注的重點。元認知策略是學(xué)習(xí)策略的重要組成部分,對于指導(dǎo)學(xué)生有效閱讀具有重要的作用。它主要表現(xiàn)為制定學(xué)習(xí)計劃,監(jiān)控學(xué)習(xí)過程,以及對學(xué)習(xí)結(jié)果進行自我評估,與認知策略和情感策略相比,元認知策略屬于更高一級的執(zhí)行技巧。近年來,國內(nèi)外學(xué)者對閱讀的研究表明,閱讀理解不僅受到詞匯、句子或篇章結(jié)構(gòu)的影響,而且與讀者原有的知識、語言水平和元認知策略的使用有關(guān)。因此,研究元認知策略在英語閱讀中的使用,對提高學(xué)生的英語閱讀效率具有較強的現(xiàn)實意義。本研究基于斯滕伯格(1985)的智力三維理論,皮亞杰(1996)和布魯納(1960)的建構(gòu)主義為元認知策略的理論基礎(chǔ),以奧馬力和夏莫特的元認知策略分類(2001:137-138)為框架,參照劉慧君(2004:24-26)設(shè)計的問卷,采用定量與定性相結(jié)合的方法,以新疆察布查爾縣某中學(xué)高二年級學(xué)生為研究對象,對其在英語閱讀中元認知策略的使用情況進行了調(diào)查。100名學(xué)生(漢族50名,錫伯族50名)參加了問卷調(diào)查,同時對其中6名學(xué)生進行了訪談。本研究提出了下列三個研究問題:(1)漢族學(xué)生在英語閱讀中元認知策略的使用現(xiàn)狀及具體策略的使用情況。(2)錫伯族學(xué)生在英語閱讀中元認知策略的使用現(xiàn)狀及具體策略的使用情況。(3)錫伯族族和漢族學(xué)生在英語閱讀中元認知策略的使用上有哪些相同點與不同點。通過SPSS 17.0對數(shù)據(jù)進行統(tǒng)計和分析得出以下結(jié)果:(1)漢族學(xué)生在英語閱讀過程中使用了元認知策略,元認知策略處于中等水平,使用頻率為2.62。并且最常使用的元認知策略依次是選擇注意策略、監(jiān)控策略、評價策略,計劃策略。(2)錫伯族學(xué)生在閱讀過程中使用了元認知策略,元認知策略處于中等水平,使用頻率為2.61。并且最常用的元認知策略是選擇注意策略,其次是監(jiān)控策略、評價策略,最后是計劃策略。(3)錫伯族和漢族學(xué)生的元認知策略的使用情況均處于中等水平,他們的使用頻率分別為2.61和2.62。兩個民族學(xué)生在英語閱讀中使用最多的元認知策略是選擇注意策略,使用最少的是計劃策略。此外,訪談結(jié)果表明,教師在日常教學(xué)中會經(jīng)常強調(diào)這些元認知策略,所以錫伯族和漢族學(xué)生都會有意識的使用它們,使得他們在英語閱讀中元認知策略的使用不存在顯著性差異。對錫伯族和漢族學(xué)生來說,英語是作為一門外語來學(xué)習(xí)的,他們的英語學(xué)習(xí)經(jīng)驗是相同的;同時,這兩個民族的學(xué)生在英語學(xué)習(xí)的過程中沒有自然的語言學(xué)習(xí)環(huán)境,所以他們在相同的班級里學(xué)習(xí)英語,接收相同老師的指導(dǎo)和培訓(xùn)。
[Abstract]:Since 1960's, the emphasis of teaching research has changed from how to teach to how to learn. How to help students "learn to learn" and become the leader of learning become the focus of attention of educators. Metacognitive strategy is an important part of learning strategy and plays an important role in guiding students to read effectively. Compared with cognitive strategies and affective strategies, metacognitive strategies belong to a higher level of executive skills than cognitive strategies and affective strategies. In recent years, domestic and foreign scholars' researches on reading show that reading comprehension is not only influenced by vocabulary, sentence or text structure, but also by the readers' original knowledge, language proficiency and the use of metacognitive strategies. Therefore, studying the use of metacognitive strategies in English reading is of great practical significance to improve students' reading efficiency. This study is based on Steinberg's three dimensional theory of intelligence (1985), Piaget's constructivism (1996) and Bruner's (1960) constructivism as the theoretical basis of metacognitive strategies. Based on the classification of metacognitive strategies (2001: 137-138), the questionnaire designed by Liu Huijun (2004: 24-26) is taken as a frame. By using the method of quantitative and qualitative analysis, this paper investigated the use of metacognitive strategies in English reading among 50 students (50 Han nationality) in a middle school in Chabuchar County, Xinjiang, and investigated the use of metacognitive strategies in a middle school in Chabuchar County, Xinjiang. Among them, 6 students were interviewed. The present study puts forward the following three research questions: (1) the present situation of the use of metacognitive strategies and the use of specific strategies in English reading by Han Chinese students; (2) the present situation and specific use of metacognitive strategies in English reading by Xibe students. (3) what are the similarities and differences in the use of metacognitive strategies in English reading between Xibe and Han students. The results are as follows: (1) Chinese students use metacognitive strategies in the process of English reading, and metacognitive strategies are at an intermediate level with a frequency of 2.62. And the most commonly used metacognitive strategies are selective attention strategies, monitoring strategies, evaluation strategies, planning strategies. (2) Xibe students use metacognitive strategies in the reading process, metacognitive strategies are at the medium level, the frequency of use is 2.61. And the most commonly used metacognitive strategies are selective attention strategies, followed by monitoring strategies, evaluation strategies, and finally planning strategies. (3) the use of metacognitive strategies of Xibe and Han nationality students is at the middle level. Their frequency of use was 2.61 and 2.62, respectively. The most common metacognitive strategies used by the two ethnic groups in English reading are the selective attention strategies and the least use of the planning strategies. In addition, the interview results show that teachers often emphasize these metacognitive strategies in their daily teaching, so both Xibe and Han students will consciously use them. Therefore, there is no significant difference in the use of metacognitive strategies in English reading. For Xibe and Han students, English is learned as a foreign language, and their English learning experience is the same. At the same time, students of these two nationalities do not have a natural language learning environment in the process of learning English. So they learn English in the same class and receive instruction and training from the same teachers.
【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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相關(guān)期刊論文 前10條

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本文編號：2106115