新疆内初班学生学习策略对学业成绩的影响研究

发布时间：2018-04-02 12:38

本文选题：学习策略　切入点：学业成绩　出处：《石河子大学》2017年硕士论文

【摘要】：学习策略问题自二十世纪五六十年代以来一直是学界关注的焦点问题。学习策略计划、监控、评估、调整学生学习过程,形成最优学习方案,是学生学会学习的重要标志,是衡量个体学习能力的重要尺度,也是影响学习效率及学业质量的关键因素。而新疆内初班作为我国少数民族基础教育一种特有的办学模式,自开班以来为新疆欠发达地区培养了大批优质学生,同时也为内地高中班输送了大量优质生源,对稳步推进新疆教育扶贫工作、维护新疆社会稳定、推动地区经济发展具有深远的现实意义。因此,研究新疆内初班学生学习策略应用现状和学习策略的发展特点以及探讨内初班学生学习策略与学业成绩的关系,对于有的放矢地提高内初班学生学习策略水平、进而提高内初班办学质量至关重要。本研究以石河子“内初班”学生为研究对象,通过问卷调查的方法,借鉴周永垒博士设计的初中生学习策略问卷,以石河子市S中学期中考试语文、数学、外语三门考试成绩为材料,就新疆内初班学生学习策略的现状及特点以及学习策略与学业成绩的关系进行了实证分析与探讨。研究结果表明:一、新疆“内初班”学生学习策略应用现状:“内初班”学生学习策略运用能力处于中等水平,有待于提高。其中,认知策略水平最高,目标管理规划策略次之,元认知策略水平最差。二、新疆“内初班”学生学习策略的发展特点:1.学习策略存在显著的性别差异,女生学习策略水平显著高于男生;2.学习策略使用水平随年级增高呈拆线下降趋势发展,在初三时低至最低水平;3.不同成绩组内初班学生学习策略差异显著,学优生使用学习策略水平明显高于学差生;4.学习策略不存在显著城乡差异,但存在城市学生学习策略优于农村学生;学习策略民族差异不显著;学习策略生源地差异不显著,但民考汉学生学习策略水平优于民考民学生。三、新疆“内初班”学生学习策略与其学业成绩呈现显著正相关。回归分析表明元认知策略中的自我调整、自我控制、自我监视三个策略对学业成绩的预测作用最好,学习策略对于“内初班”学生学业成绩的预测能达到10.4%。
[Abstract]:The issue of learning strategies has been the focus of academic attention since the 1950 s and 1960 s.It is also a key factor affecting learning efficiency and academic quality.As a unique mode of running a school for the basic education of ethnic minorities in Xinjiang, the first class in Xinjiang has trained a large number of high-quality students in the underdeveloped areas of Xinjiang since the class was started, and it has also provided a large number of high-quality students for the senior high school classes in the interior.It is of great practical significance to steadily promote education and poverty alleviation in Xinjiang, maintain social stability in Xinjiang, and promote regional economic development.Therefore, the present situation of learning strategy application and the characteristics of learning strategy development of the first class students in Xinjiang are studied, and the relationship between the learning strategy and academic achievement of the first class students in Xinjiang is discussed in order to improve the learning strategy level of the first class students.Therefore, it is very important to improve the quality of the first class.This research takes Shihezi "inner first class" students as the research object, through the method of questionnaire, drawing lessons from the junior high school students' learning strategy questionnaire designed by Dr. Zhou Yonglei, taking Shihezi S middle school middle school middle school language, mathematics,Based on the results of the three foreign language examinations, this paper makes an empirical analysis and discussion on the present situation and characteristics of the learning strategies of the first class students in Xinjiang and the relationship between the learning strategies and their academic achievements.The results show that: first, the present situation of the application of the learning strategies of the "inner first class" students in Xinjiang: the students' learning strategy application ability of the "inner first class" students is at the middle level, which needs to be improved.The cognitive strategy level is the highest, the goal management planning strategy is the second, and the metacognitive strategy level is the worst.Second, the development characteristics of the learning strategy of the first class students in Xinjiang: 1.There is a significant gender difference in learning strategies, and the level of learning strategies of girls is significantly higher than that of boys.The level of learning strategy use decreased with the increase of grade, and reached the lowest level in the third year of junior high school.There were significant differences in learning strategies among the first class students in different achievement groups, and the level of using learning strategies of the gifted students was significantly higher than that of the poor students.There is no significant difference in learning strategies between urban and rural areas, but there is no significant difference in learning strategies between urban and rural students; there is no significant ethnic difference in learning strategies; there is no significant difference in the origin of learning strategies, but the level of learning strategies of Chinese and Chinese students is better than that of students from civil and rural areas.Thirdly, there is a significant positive correlation between learning strategies and academic achievement.Regression analysis showed that self-adjustment, self-control and self-monitoring in metacognitive strategies had the best effect on the prediction of academic achievement.
【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G752

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