基于元认知理论的初中作文教学的研究与实践

发布时间：2018-01-24 01:44

本文关键词： 元认知理论作文教学作文元认知知识作文元认知体验作文元认知监控　出处：《湖南大学》2015年硕士论文　论文类型：学位论文

【摘要】：元认知是主体对其认知活动的自我意识、自我监控和自我调节,即对认知的认知,强调主体的认知活动需要其元认知知识、元认知体验和元认知监控的相互作用。元认知在学生的学习过程中有着十分重要的意义,可以很好地解决其作文过程中的困难。本研究结合元认知理论、弗劳尔-海耶斯的过程写作认知模型和初中生的作文实际情况,编制量表进行初中生作文元认知能力的调查和分析。量表的统计结果表明初中生的作文元认知能力与作文成绩有着高度的相关性,且元认知理论的各个要素都与作文水平有着显著的相关性。根据量表的数据分析结果设计了基于元认知理论的初中作文教学的模式,希望通过培养学生的作文元认知能力来促进学生作文水平的提高。作文元认知能力由作文元认知知识、作文元认知体验和作文元认知监控三部分构成。指导学生掌握作文元认知知识是提升其作文元认知能力的基础,丰富学生的作文元认知体验是提升其作文元认知能力的驱动力,提高学生的作文元认知监控水平是提升其作文元认知能力的核心。参照元认知理论指导作文教学的模式,本研究选取实验班和对照班开展课堂实验,对实验班学生进行教学实践,培养学生的作文元认知能力。本研究的实验结果表明:基于元认知理论的初中作文教学模式的课堂实验是有效的,对学生作文元认知水平的培养有助于提高其作文元认知能力,并提升其作文水平。
[Abstract]:Metacognition is the subject's self-awareness, self-monitoring and self-regulation of its cognitive activities, that is, cognitive cognition, emphasizing that the subject's cognitive activities need its metacognitive knowledge. The interaction between metacognitive experience and metacognitive monitoring. Metacognition plays an important role in the process of students' learning and can solve the difficulties in the process of composition. This study combines metacognitive theory. Freuer Hayes' cognitive model of process writing and the actual situation of junior high school students' composition. The statistical results show that there is a high correlation between composition metacognitive ability and composition achievement of junior high school students. And each element of metacognitive theory has significant correlation with composition level. According to the results of data analysis of the scale, we design the model of composition teaching based on metacognitive theory in junior high school. It is hoped that students' metacognitive ability of composition will be improved by cultivating students' metacognitive ability of composition, and the ability of metacognition of composition will be improved by metacognitive knowledge of composition. Composition metacognitive experience and composition metacognitive monitoring are three parts. Guiding students to master composition metacognitive knowledge is the basis of improving their composition metacognitive ability. Enriching students' writing metacognitive experience is the driving force to improve their composition metacognitive ability. Improving the students' metacognitive monitoring level is the core of improving their composition metacognitive ability. Referring to the model of metacognitive theory to guide the composition teaching, this study selects the experimental class and the control class to carry out classroom experiments. The experimental results show that the teaching model based on metacognition theory is effective. The cultivation of students' composition metacognition helps to improve their composition metacognitive ability and improve their composition level.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.34

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