元認知策略培訓對提高初中聽力學困生能力的有效性研究
發(fā)布時間：2018-10-23 12:22
【摘要】：本文試圖從元認知策略的角度出發(fā),通過元認知策略在初中英語聽力課堂中的應用,以初中聽力學困生為研究對象,來探討通過元認知策略的學習,初中生英語聽力學困生的聽力理解水平能否提高這一問題。本文重點探討下面的兩個問題：(1)聽力學困生在培訓實驗后,元認知策略的使用意識是否有提高?(2)在初中英語聽力理解教學中,對學生進行元認知策略培訓,是否有助于提高聽力學困生學生的聽力成績?本文以湖北省武漢市青山區(qū)第八中學初二(2)班和初二(5)班里部分學生共計46名聽力學困生為研究對象,進行了為期一個學期的聽力元認知策略培訓,指導學生從三個階段,聽前階段、聽中階段和聽后階段這三個階段,在聽前階段做好自己的學習計劃,或者說是準備工作；在聽中階段,學生監(jiān)控自己的學習過程；在聽后階段評估自己的聽力學習情況。本文給出了一個應用元認知聽力策略的課堂教學實驗的案例。本文作者分析試驗前、后,學生的元認知策略的問卷調查結果,發(fā)現(xiàn)實驗后,對元認知策略的運用熟練程度,學生普遍有了提高。作者收集學生的前后測的聽力成績,使用SPSS17.0統(tǒng)計軟件,并且采用獨立樣本T檢驗,還有配對樣本T檢驗來處理所得原始數(shù)據(jù)。經(jīng)過將元認知策略運用于聽力課堂后,實驗學生的后測聽力成績明顯提高。研究發(fā)現(xiàn),1)實驗前,聽力成績較差的學生對聽力學習策略了解的很少,偶爾使用。2)短期的策略培訓能有效促進聽力學困生元認知及聽力策略使用,對他們聽力成績的提高也能產(chǎn)生較為明顯的效果。研究結果對中學英語聽力教學有一定的啟示：1)教師在初中英語聽力教學中對學生融入元認知策略的指導,有助于初中生在英語學習過程中學習自己制定學習計劃：自己監(jiān)控自己的學習過程：在學習過程結束后,自己評估自己的學習效果,能及時發(fā)現(xiàn)問題和解決出現(xiàn)的問題；2)在具體的教學活動中,教師向學生滲透元認知意識,同時還要有意識地培養(yǎng)學生元認知策略的使用能力,來加速學生的內化和自動化的過程,幫助學生真正地提高英語聽力水平。
[Abstract]:From the perspective of metacognitive strategies, this paper attempts to explore the learning of metacognitive strategies through the application of metacognitive strategies in junior middle school English listening classes. Whether the junior high school students can improve their listening comprehension level. This paper focuses on the following two questions: (1) does the awareness of using metacognitive strategies improve after the training experiment? (2) in the teaching of English listening comprehension in junior high school, the students are trained in metacognitive strategies. Will it help improve the listening performance of students with listening difficulties? In this paper, a total of 46 students with listening difficulties in Grade 2 (2) and Grade 2 (5) of Grade 8 Middle School in Qingshan District, Hubei Province, have been trained in listening metacognitive strategies for one semester to guide students in three stages. In the prehearing stage, the middle listening stage and the post-listening stage, the students should make their own study plan or preparatory work in the pre-listening stage, while in the listening stage, the students will monitor their own learning process. Assess your listening learning at the post-listening stage. This paper presents a case study of classroom teaching with metacognitive listening strategies. The author analyzes the questionnaire results of students' metacognitive strategies before and after the experiment, and finds that the students' proficiency in the use of metacognitive strategies has generally improved after the experiment. The author collected the listening scores of the students before and after the test, used the SPSS17.0 statistical software, and used the independent sample T test and the matched sample T test to process the original data. After applying metacognitive strategies to listening class, the post-test listening scores of experimental students improved significantly. The results showed that: 1) before the experiment, the students with poor listening performance knew little about listening learning strategies, and used them occasionally. 2) Short-term strategy training could effectively promote the students' metacognition and listening strategy use. The improvement of their listening performance can also have a more obvious effect. The results of the study have some implications for middle school English listening teaching: 1) the teachers' guidance to students' metacognitive strategies in junior middle school English listening teaching; It is helpful for junior high school students to make their own learning plan in the process of learning English: to monitor their learning process; to evaluate their learning effect after the end of the learning process, and to find problems and solve problems in time; 2) in specific teaching activities, teachers infiltrate metacognitive consciousness into students, and at the same time, they must consciously cultivate students' ability to use metacognitive strategies to accelerate the process of internalization and automation of students. Help students really improve their listening ability.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41
本文編號：2289223
[Abstract]:From the perspective of metacognitive strategies, this paper attempts to explore the learning of metacognitive strategies through the application of metacognitive strategies in junior middle school English listening classes. Whether the junior high school students can improve their listening comprehension level. This paper focuses on the following two questions: (1) does the awareness of using metacognitive strategies improve after the training experiment? (2) in the teaching of English listening comprehension in junior high school, the students are trained in metacognitive strategies. Will it help improve the listening performance of students with listening difficulties? In this paper, a total of 46 students with listening difficulties in Grade 2 (2) and Grade 2 (5) of Grade 8 Middle School in Qingshan District, Hubei Province, have been trained in listening metacognitive strategies for one semester to guide students in three stages. In the prehearing stage, the middle listening stage and the post-listening stage, the students should make their own study plan or preparatory work in the pre-listening stage, while in the listening stage, the students will monitor their own learning process. Assess your listening learning at the post-listening stage. This paper presents a case study of classroom teaching with metacognitive listening strategies. The author analyzes the questionnaire results of students' metacognitive strategies before and after the experiment, and finds that the students' proficiency in the use of metacognitive strategies has generally improved after the experiment. The author collected the listening scores of the students before and after the test, used the SPSS17.0 statistical software, and used the independent sample T test and the matched sample T test to process the original data. After applying metacognitive strategies to listening class, the post-test listening scores of experimental students improved significantly. The results showed that: 1) before the experiment, the students with poor listening performance knew little about listening learning strategies, and used them occasionally. 2) Short-term strategy training could effectively promote the students' metacognition and listening strategy use. The improvement of their listening performance can also have a more obvious effect. The results of the study have some implications for middle school English listening teaching: 1) the teachers' guidance to students' metacognitive strategies in junior middle school English listening teaching; It is helpful for junior high school students to make their own learning plan in the process of learning English: to monitor their learning process; to evaluate their learning effect after the end of the learning process, and to find problems and solve problems in time; 2) in specific teaching activities, teachers infiltrate metacognitive consciousness into students, and at the same time, they must consciously cultivate students' ability to use metacognitive strategies to accelerate the process of internalization and automation of students. Help students really improve their listening ability.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41
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，本文編號：2289223
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