發(fā)布時(shí)間：2018-01-16 08:31

  本文關(guān)鍵詞：元認(rèn)知策略在高中英語(yǔ)詞匯教學(xué)中的應(yīng)用　出處：《山東師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高中英語(yǔ)詞匯學(xué)習(xí) 元認(rèn)知 元認(rèn)知策略 策略訓(xùn)練

【摘要】：詞匯教學(xué)是英語(yǔ)教學(xué)的重要組成部分。過(guò)去的三十多年間,關(guān)于英語(yǔ)詞匯學(xué)習(xí)方法及策略的研究有很多,這些研究對(duì)英語(yǔ)的教與學(xué)有很大促進(jìn)作用。而元認(rèn)知概念的提出為英語(yǔ)教學(xué)的研究提供了一個(gè)新的視角。元認(rèn)知策略在高中英語(yǔ)詞匯教學(xué)中的運(yùn)用,有利于提高學(xué)生的學(xué)習(xí)計(jì)劃性、自我監(jiān)控能力和自我評(píng)價(jià)能力,使學(xué)生主動(dòng)和能動(dòng)地學(xué)習(xí),保證了學(xué)生在學(xué)習(xí)中的主體地位。國(guó)內(nèi)外的一些研究表明,元認(rèn)知和元認(rèn)知策略對(duì)提高英語(yǔ)學(xué)習(xí)者的詞匯學(xué)習(xí)水平,促進(jìn)他們自主學(xué)習(xí)能力的發(fā)展有著積極的作用。 論文引言部分對(duì)國(guó)內(nèi)目前的英語(yǔ)教學(xué)現(xiàn)狀進(jìn)行了分析,介紹了本研究的意義,研究的目的和論文的基本框架。本論文分為五章:第一章梳理了國(guó)內(nèi)外學(xué)習(xí)策略研究的概況并介紹了元認(rèn)知策略與詞匯相結(jié)合的研究現(xiàn)狀;第二章闡述了元認(rèn)知與元認(rèn)知策略的有關(guān)術(shù)語(yǔ)的界定,并介紹了第二語(yǔ)言學(xué)習(xí)策略訓(xùn)練的三種主要模式,這些都為實(shí)驗(yàn)的開(kāi)展奠定了理論基礎(chǔ);第三章對(duì)高二學(xué)生進(jìn)行元認(rèn)知策略問(wèn)卷調(diào)查,主要介紹了調(diào)查的目的、對(duì)象、工具、過(guò)程,最后對(duì)調(diào)查數(shù)據(jù)進(jìn)行了分析與討論;第四章針對(duì)調(diào)查中出現(xiàn)的問(wèn)題,對(duì)高二的學(xué)生進(jìn)行元認(rèn)知策略實(shí)驗(yàn),并在實(shí)驗(yàn)前后進(jìn)行詞匯測(cè)試,通過(guò)測(cè)試成績(jī)的前后對(duì)比,驗(yàn)證在高中英語(yǔ)詞匯教學(xué)中進(jìn)行元認(rèn)知培訓(xùn)的可行性和必要性。該章還介紹了實(shí)驗(yàn)的工具與方法,實(shí)驗(yàn)的步驟,實(shí)驗(yàn)的內(nèi)容,并且在實(shí)驗(yàn)結(jié)束時(shí)對(duì)實(shí)驗(yàn)班的學(xué)生進(jìn)行了訪談。第五章提供了實(shí)驗(yàn)的結(jié)果并對(duì)其進(jìn)行了討論,最后對(duì)在教學(xué)過(guò)程中合理運(yùn)用詞匯元認(rèn)知策略提出建議。 本研究的主要目的是:1.通過(guò)問(wèn)卷調(diào)查和數(shù)據(jù)分析,了解高中生的詞匯元認(rèn)知策略使用情況及存在的問(wèn)題。2.元認(rèn)知策略的使用是否與他們的英語(yǔ)詞匯成績(jī)成正比。3.對(duì)在高中英語(yǔ)詞匯教學(xué)過(guò)程中合理地運(yùn)用元認(rèn)知策略提出建議。 筆者對(duì)臨清市一所普通高中高二年級(jí)的兩個(gè)平行班的123名學(xué)生進(jìn)行了關(guān)于高中生在英語(yǔ)詞匯學(xué)習(xí)中使用元認(rèn)知策略情況的問(wèn)卷調(diào)查,問(wèn)卷中20項(xiàng)元認(rèn)知策略總體得分的平均數(shù)不到3分,說(shuō)明學(xué)生不能在英語(yǔ)詞匯學(xué)習(xí)中廣泛地使用元認(rèn)知策略,其中監(jiān)控策略的分?jǐn)?shù)最低,說(shuō)明高中生不能有效地監(jiān)控自己的學(xué)習(xí),不能利用適合自己的學(xué)習(xí)策略有效地學(xué)習(xí),也不能及時(shí)、適時(shí)地調(diào)整自己的學(xué)習(xí)策略。選擇性注意的分?jǐn)?shù)相對(duì)較高,說(shuō)明學(xué)生能明確哪些是自己需要重點(diǎn)學(xué)習(xí)的詞匯,哪些不是。然后在分析問(wèn)卷數(shù)據(jù)的基礎(chǔ)上對(duì)兩個(gè)班進(jìn)行了10個(gè)周的元認(rèn)知策略訓(xùn)練,實(shí)驗(yàn)后對(duì)部分學(xué)生進(jìn)行了訪談。訪談結(jié)果說(shuō)明,實(shí)驗(yàn)后學(xué)生詞匯學(xué)習(xí)成績(jī)提升,英語(yǔ)學(xué)習(xí)的興趣提高。實(shí)驗(yàn)前后對(duì)這兩個(gè)班進(jìn)行了詞匯測(cè)試,測(cè)試結(jié)果表明,元認(rèn)知策略訓(xùn)練能夠改善學(xué)生的詞匯學(xué)習(xí)現(xiàn)狀,提高他們的詞匯學(xué)習(xí)成績(jī)。最后,本論文針對(duì)實(shí)驗(yàn)過(guò)程中出現(xiàn)的具體問(wèn)題,提出建設(shè)性意見(jiàn)。高中英語(yǔ)教師應(yīng)加強(qiáng)對(duì)元認(rèn)知及元認(rèn)知策略的重視,有效地利用課堂教學(xué)提高學(xué)生元認(rèn)知策略運(yùn)用意識(shí),即詞匯學(xué)習(xí)計(jì)劃意識(shí)、自我監(jiān)控能力及自我評(píng)價(jià)能力,使他們主動(dòng)、能動(dòng)地學(xué)習(xí),成為自主學(xué)習(xí)的高效管理者。
[Abstract]:Vocabulary teaching is an important part of English teaching. Over the past more than 30 years, there are a lot of research on English vocabulary learning strategies and methods, the research on English teaching and learning have a great role in promoting. And put forward the concept of metacognition research for English teaching provides a new perspective on the use of metacognitive strategies in. English Vocabulary Teaching in senior high school, is conducive to improve the students' ability of learning plan, self-monitoring ability and self evaluation, so that students take the initiative and active learning, to ensure the dominant position of the students in the learning process. Some researches shows that metacognitive and metacognitive strategies to improve English learners' vocabulary learning which plays a positive role in promoting the development of their autonomous learning ability.
The introduction part has carried on the analysis to the present situation of English Teaching in China, introduces the significance of this study, the basic framework of the research purpose and the paper. This paper is divided into five chapters: the first chapter reviews the general situation of research on the learning strategies of domestic and foreign research status and introduces the metacognitive strategies and vocabulary combination; second the chapter describes the definition of meta cognitive terms and metacognitive strategies, and introduces three main modes of second language learning strategy training, which lays a theoretical foundation for the experiment; the third chapter on senior high school students metacognitive strategy questionnaire, mainly introduces the purpose of the investigation object, tool. At the end of the process, the survey data are analyzed and discussed; the fourth chapter in view of the problems arising in the investigation, the metacognitive strategies experiment of senior high school students, and vocabulary test before and after the experiment, through the test Comparing the results before and after the verification of the feasibility and necessity of metacognitive training in English Vocabulary Teaching in senior high school. This chapter also introduces the tools and methods of experiment, experimental procedures, experimental content, and at the end of the experiment the experimental class students were interviewed. The fifth chapter provides the experimental results and the it is discussed, and finally puts forward suggestions on the rational use of metacognitive strategies in the teaching process.
The main purpose of this study is: 1. through questionnaire survey and data analysis, understand the use of metacognitive strategies in senior high school students use the situation and problems of.2. metacognitive strategies and English vocabulary achievement is proportional to their.3. in the process of English Vocabulary Teaching in senior high school and reasonable use of metacognitive strategies are proposed.
123 students in the city of Linqing in a senior middle school grade two classes are conducted a questionnaire survey about the use of metacognitive strategies in English vocabulary learning in senior high school students, the average number of metacognitive strategy questionnaire of 20 overall score less than 3 points, indicating that students can not be widely used metacognitive strategies in English vocabulary learning strategies, which control the lowest score, that cannot effectively monitor their learning of high school students, can not use their own learning strategies for effective learning, can not be timely, timely adjust their own learning strategies. Selective attention scores relatively high, indicating that students can make clear what is the focus of learning vocabulary what you need, not 10. Zhou Deyuan was then the two cognitive strategy training classes based on the analysis of the questionnaire data on the part of the students interviewed The interviews show that students vocabulary learning achievement promotion after the experiment, interest in learning English. Before and after the experiment of the two classes of vocabulary test. The test results show that metacognitive strategy training can improve students' vocabulary learning, improve their vocabulary learning achievement. Finally, this thesis focuses on the specific problems of the experimental process the constructive suggestions are put forward. High school English teachers should strengthen of metacognition and metacognitive strategy emphasis, the effective use of classroom teaching and improving students' metacognitive strategy awareness, namely vocabulary learning plan consciousness, ability of self-monitoring ability and self-evaluation, make them active, active learning, autonomous learning has become an efficient management the.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G633.41

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 唐翠蘭;協(xié)作學(xué)習(xí)在英語(yǔ)詞匯教學(xué)中的應(yīng)用研究[D];華中師范大學(xué);2012年

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本文編號(hào)：1432364