元认知策略培训在初中英语阅读教学中的应用研究
发布时间：2023-04-09 20:15
阅读是一项重要的语言能力,学生不仅可以在语境中积累丰富的词汇、搭配及句法知识,形象直观地掌握它们的用法;还可以强化语感,提高对文本的分析概括能力,锻炼自己的思维品质;也可以丰富自己的文化背景知识,培养文化意识。同时,阅读部分在英语考试的各类题型中所占分值最大。但阅读也往往是学生们最容易失分的部分,生单词的干扰、把握不住文章的主旨大意、未能抓住题目的要点、缺乏做题技巧等问题是学生们经常遇到的问题。究其根本,是由于教师在平时的教学中对学生缺乏阅读策略的培训,他们只对阅读材料中的生单词和语法点进行重点讲解,忽视了对文章整体结构框架的分析,使得学生只能关注到文章的局部,未能形成自己主动分析文章的意识和能力。本文通过借鉴国内外有关于元认知策略与阅读的相关研究,以元认知策略在初中英语教学中的培训为着眼点,着重对以下三个问题进行研究与论证:1、实验前后,学生阅读的策略应用在哪些方面发生了变化?2、元认知策略培训对学生的自主学习能力产生了什么影响?3、元认知策略使用水平的高低与学生的阅读成绩之间存在什么关系?本研究以笔者所教授的孟家坪中学八年级的两个班61名同学为实验对象,在阅读教学过程中,对其进行为...
【文章页数】：89 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
1.Introduction
1.1 Research background
1.2 Research significance
1.3 The structure of the thesis
2.Literature Review
2.1 Metacognition
2.1.1 Definition of metacognition
2.1.2 Classification of metacognition
2.2 Metacognitive strategy
2.2.1 Definition of metacognitive strategy
2.2.2 Classification of metacognitive strategy
2.2.3 Researches on metacognitive strategy training at home and abroad
2.3 Previous studies on metacognitive strategy and English reading
3.Theoretical Basis
3.1 Learning strategy
3.1.1 Definition of learning strategy
3.1.2 Classification of learning strategy
3.2 Autonomous learning ability
3.2.1 Definition of autonomous learning ability
3.2.2 Relationship to metacognitive strategy
4.Research Methodology
4.1 Research questions
4.2 Research subjects
4.3 Research instruments
4.4 Research procedures
4.5 Data collection and analysis
5.Results and Discussion
5.1 Results and discussion of questionnaires
5.1.1 Results and discussion of the first questionnaire
5.1.2 Results and discussion of the second questionnaire
5.2 Results and discussion of tests
5.2.1 Independent sample test between EC and CC
5.2.2 Results of pre-test and post-test in CC
5.2.3 Results of pre-test and post-test in EC
5.2.4 Correlation between metacognitive strategy and reading scores
6.Conclusion
6.1 Major findings of this research
6.2 Implications of this thesis
6.3 Limitations and suggestions of this thesis
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Acknowledgements
本文编号：3787665
【文章页数】：89 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
1.Introduction
1.1 Research background
1.2 Research significance
1.3 The structure of the thesis
2.Literature Review
2.1 Metacognition
2.1.1 Definition of metacognition
2.1.2 Classification of metacognition
2.2 Metacognitive strategy
2.2.1 Definition of metacognitive strategy
2.2.2 Classification of metacognitive strategy
2.2.3 Researches on metacognitive strategy training at home and abroad
2.3 Previous studies on metacognitive strategy and English reading
3.Theoretical Basis
3.1 Learning strategy
3.1.1 Definition of learning strategy
3.1.2 Classification of learning strategy
3.2 Autonomous learning ability
3.2.1 Definition of autonomous learning ability
3.2.2 Relationship to metacognitive strategy
4.Research Methodology
4.1 Research questions
4.2 Research subjects
4.3 Research instruments
4.4 Research procedures
4.5 Data collection and analysis
5.Results and Discussion
5.1 Results and discussion of questionnaires
5.1.1 Results and discussion of the first questionnaire
5.1.2 Results and discussion of the second questionnaire
5.2 Results and discussion of tests
5.2.1 Independent sample test between EC and CC
5.2.2 Results of pre-test and post-test in CC
5.2.3 Results of pre-test and post-test in EC
5.2.4 Correlation between metacognitive strategy and reading scores
6.Conclusion
6.1 Major findings of this research
6.2 Implications of this thesis
6.3 Limitations and suggestions of this thesis
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Acknowledgements
本文编号：3787665
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