高中生英语阅读中元认知策略使用情况的调查研究

发布时间：2018-01-17 19:14

本文关键词：高中生英语阅读中元认知策略使用情况的调查研究　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：新一轮课程改革对学生和教师都提出了新的要求。其中,学习策略在英语课程标准中被大力提倡,培养学生使用适合的学习策略也引起了越来越多教师的关注。元认知策略作为学习策略的一种是对学习活动进行计划与调整的策略。而阅读一直以来在英语学习占有重大比例,其重要程度不言而喻。因此,本文就当前高中生在英语阅读中元认知策略的使用情况进行调查,调查主要围绕两个问题进行。1.高中生在英语阅读中元认知策略的总体使用情况如何?2.高分组学生和低分组学生在使用元认知策略的四个方面,即计划、选择、监控和评价,存在什么差异?本文采取了问卷调查法和访谈法,从定量研究和定性研究两个方面,对学生进行调查。针对第一个研究问题,选取宁安市第一中学高二年级随机四个班级发放调查问卷,随后随机抽取15名学生和8名高二年级英语教师进行访谈。对于第二个研究问题,重新整理调查问卷,抽出高分组和低分组的问卷,利用SPSS(19.0)进行数据分析,并结合对高分组和低分组各5名学生的访谈结果。结论如下:第一,元认知策略的总体使用情况一般,学生在选择策略的使用上要优于计划、监控和评价策略。评价策略学生使用的最少,计划策略和监控策略则有时被学生使用。第二,高分组学生和低分组学生在元认知策略的使用上存在明显差异,高分组学生在计划、选择、监控和评价策略的使用上均高于低分组学生。因此,提出有效的建议促进高中生使用元认知策略有着十分必要的实际意义。
[Abstract]:The new round of curriculum reform has put forward new requirements for both students and teachers. Among them, learning strategies are strongly advocated in English curriculum standards. As a kind of learning strategy, metacognitive strategy is one of the strategies to plan and adjust learning activities. Reading has been learning in English for a long time. A significant proportion. Therefore, this paper investigates the use of metacognitive strategies in English reading among senior high school students. The survey mainly focuses on two questions. 1. What is the overall use of metacognitive strategies in English reading among senior high school students? 2. What are the differences in the use of metacognitive strategies between high-score students and low-group students, namely, planning, selection, monitoring and evaluation? This paper adopts the method of questionnaire and interview to investigate the students from two aspects: quantitative research and qualitative research. In Ningan No. 1 Middle School, four classes were randomly selected to give out questionnaires, and then 15 students and 8 senior English teachers were randomly selected for interviews. The questionnaire was reorganized, the high score group and the low group questionnaire were drawn out, and the data were analyzed by SPSS (19.0). The conclusions are as follows: first, the overall use of metacognitive strategies is general, students in the use of choice strategies are better than the plan. Monitoring and evaluation strategies. Evaluation strategy students use the least, planning strategies and monitoring strategies are sometimes used by students. Second, there are significant differences in the use of metacognitive strategies between high-score and low-group students. The use of planning, selection, monitoring and evaluation strategies of high score students is higher than that of low group students. Therefore, it is necessary to put forward effective suggestions to promote high school students to use metacognitive strategies.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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