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  本文關(guān)鍵詞：高中生英語閱讀中元認知策略運用情況的調(diào)查　出處：《魯東大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 元認知策略 英語閱讀 高中生

【摘要】：《普通高中英語課程標(biāo)準(zhǔn)》明確學(xué)習(xí)策略作為高中英語課程的目標(biāo)之一,其中調(diào)控策略是一種重要的元認知策略。特別是在英語閱讀過程中,讀者需要計劃、監(jiān)控和評價自己的閱讀過程,并采取相應(yīng)的策略去解決閱讀過程中出現(xiàn)的問題。本文以元認知策略的相關(guān)理論為切入點,并結(jié)合《普通高中英語課程標(biāo)準(zhǔn)》,回顧了元認知相關(guān)理論和國內(nèi)外將元認知策略與英語閱讀相結(jié)合的相關(guān)研究。本文運用調(diào)查問卷、訪談和閱讀理解測試對以下三個研究問題展開了調(diào)查:(1)高中生在英語閱讀中運用元認知策略的現(xiàn)狀如何?(2)高分組和低分組學(xué)生在閱讀中運用元認知策略方面有何不同?(3)影響高中生在英語閱讀中運用元認知策略的因素有哪些?調(diào)查問卷和閱讀理解測試的對象是煙臺一中的210名學(xué)生。210名學(xué)生先參加閱讀理解測試,之后他們需要完成附在閱讀理解測試試卷后面的調(diào)查問卷,204份調(diào)查問卷和閱讀理解測試試卷有效,進行閱讀理解測試的目的是將學(xué)生分成高分組和低分組。調(diào)查問卷數(shù)據(jù)和測試成績被輸入電腦,并用Excel軟件分析數(shù)據(jù),用描述性統(tǒng)計的方法分析調(diào)查問卷每個項目的平均值和標(biāo)準(zhǔn)差。目的主要是解決上文中的第一個和第二個研究問題。然后,筆者訪談了16名學(xué)生和4名教師,并用手機將訪談內(nèi)容進行錄音,之后,結(jié)合筆者在訪談過程中做的記錄,將訪談錄音轉(zhuǎn)化成文本。訪談的目的是補充調(diào)查問卷的結(jié)果,并且分析影響高中生在英語閱讀中運用元認知策略的因素。首先,總體來看,元認知策略的平均值是3.14,說明目前高中生在英語閱讀中運用元認知策略的情況屬于中等水平。而且四項子元認知策略(選擇注意、監(jiān)控、計劃、評價)的分數(shù)分別是3.57、3.33、2.87、2.78,說明在英語閱讀中選擇注意和監(jiān)控策略比計劃和評價策略被使用的更頻繁。其次,高分組學(xué)生與低分組學(xué)生在英語閱讀中運用元認知策略方面存在差異,高分組學(xué)生在運用元認知策略方面的平均值是3.37,而低分組學(xué)生的得分是3.01。所以,高分組學(xué)生運用元認知策略的頻率高于低分組學(xué)生。另外,高中生在英語閱讀中元認知策略運用的影響因素主要有三點,第一,在繁重的課業(yè)負擔(dān)下,傳統(tǒng)閱讀教學(xué)法在英語閱讀課中仍然占據(jù)主導(dǎo)地位。第二,學(xué)生缺少在英語閱讀中運用元認知策略方面的訓(xùn)練。第三,教師和學(xué)生通常比較關(guān)注閱讀結(jié)果而不是閱讀過程。最后,針對研究結(jié)果,文章提出了相應(yīng)的建議,教師應(yīng)轉(zhuǎn)變教學(xué)理念,加強相關(guān)教育教學(xué)理論的學(xué)習(xí),例如元認知理論,并且加強元認知策略方面的教學(xué),將語言學(xué)習(xí)與策略學(xué)習(xí)結(jié)合到一起,然后,逐步提高高中生的自主學(xué)習(xí)能力。
[Abstract]:The English Curriculum Standard of General Senior High School clearly defines learning strategies as one of the goals of the English curriculum in senior high schools. Among them, regulatory strategies are an important metacognitive strategy. Especially in the process of reading, readers need to plan. Monitoring and evaluating the process of reading and adopting corresponding strategies to solve the problems in the process of reading. This paper takes the relevant theories of metacognitive strategies as the starting point and combines with the English Curriculum Standard of General Senior High School. This paper reviews the relevant theories of metacognition and the combination of metacognitive strategies with English reading at home and abroad. The interview and Reading comprehension Test investigated the following three questions: 1) what is the status of metacognitive strategies used by senior high school students in English reading? (2) what are the differences in the use of metacognitive strategies in reading between high and low group students? What are the factors that affect the use of metacognitive strategies in English reading by senior high school students? The subjects of the questionnaire and reading comprehension test are 210 students in Yantai No. 1 Middle School who first take the reading comprehension test, and then they need to complete the questionnaire attached to the reading comprehension test paper. 204 questionnaires and reading comprehension tests were valid. The purpose of the reading comprehension test was to divide the students into high score group and low score group. The questionnaire data and test results were entered into the computer. Excel software is used to analyze the data and the descriptive statistical method is used to analyze the average value and standard deviation of each item in the questionnaire. The purpose is mainly to solve the first and second research problems above. Then. The author interviewed 16 students and 4 teachers, and recorded the interview with mobile phone. Then, combined with the record made by the author during the interview. The purpose of the interview is to supplement the results of the questionnaire and analyze the factors that affect the use of metacognitive strategies in English reading by senior high school students. The average value of metacognitive strategies is 3.14, which indicates that the use of metacognitive strategies in English reading by senior high school students is of medium level, and four sub-metacognitive strategies (selective attention, monitoring and planning). The scores were 3.57 / 3.33 / 2.872.78 respectively, indicating that attention and monitoring strategies are used more frequently in English reading than planning and evaluation strategies. There is a difference in the use of metacognitive strategies in English reading between the high score group and the low group students. The average value of the use of metacognitive strategies in the high score group is 3.37. The score of the low group students is 3.01. Therefore, the high score group students use metacognitive strategies more frequently than the low group students. There are three main factors that affect the use of metacognitive strategies in English reading. First, under the heavy burden of homework, the traditional reading teaching method still occupies a dominant position in the English reading class. Students lack of training in the use of metacognitive strategies in English reading. Thirdly, teachers and students usually pay more attention to reading results rather than reading process. Teachers should change teaching ideas, strengthen the learning of relevant educational teaching theories, such as metacognitive theory, and strengthen the teaching of metacognitive strategies, combining language learning with strategy learning, and then. Gradually improve high school students' autonomous learning ability.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：1432665