高中生语文学习策略的影响因素和干预研究

发布时间：2018-03-16 14:06

本文选题：高中语文学习策略　切入点：学业情绪　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：学习策略作为影响学业成绩的一种重要的因素,在高中生的语文学习中起到越来越重要的作用。同时,高中生在语文学习过程中体验到各种学业情绪,这些也对学业成绩有不同影响。因此本文以高中语文学科的学习策略为研究对象,从语文学习策略、学业情绪和学业成绩的关系入手,探讨高中生语文学习策略的特点,考察学习策略对学业情绪和学业成绩是否有预测作用,并对学业情绪是否在学习策略和学业成绩之间起到中介作用加以分析。本研究首先通过文献查阅编制了《高中生语文学习策略评估问卷》,在此基础上,调查了高中生语文学习策略的现状,分析了语文学习策略、学业情绪、语文学业成绩三个变量的关系。最后,设计了一套促进高中生语文学习策略发展的班级团体干预方案,并探讨分析其对高中生语文学习的干预效果。结果如下:1.自编《高中生语文学习策略评估问卷》,包括三个分问卷:元认知策略分问卷、资源利用策略分问卷、认知策略分问卷。总计31个项目,采用5级评分制。该问卷具有较好的信度和效度,可以作为测评高中生语文学习策略的有效工具。2.高中生语文学习策略得分中等,而学业情绪体验丰富,积极情绪得分明显高于消极情绪。3.就性别和年级方面,在学习策略方面其中知识推导策略和多感官阅读策略性别差异显著,而学业情绪上的性别差异得分差异不大。各年级语文学习策略的基本认知策略和文学鉴赏策略差异性显著,高一的基本认知策略得分和文学鉴赏策略得分大于高二和高三,高二和高三差别不显著。4.语文学习策略各维度之间正相关,语文学习策略与积极学业情绪正相关,与消极学业情绪相关不显著;学业成绩与语文学习策略在各维度上正相关,与积极学业情绪正相关,与消极学业情绪相关不显著。5.积极情绪在语文学习策略七个维度(反思调控、计划调控、资源利用、基本认知、知识推导、文学鉴赏、多感官阅读)和学业成绩间具有完全中介作用。6.班级团体辅导对高中生语文学习策略的促进效果显著。
[Abstract]:Learning strategy is an important factor affecting academic achievement, plays an increasingly important role in the senior high school students in learning Chinese. At the same time, high school students to experience a variety of academic emotions in the language learning process, which has different influence on academic achievement. Therefore, high in Chinese subject learning strategy research the object, from the language learning strategies, relationship between academic emotions and academic achievement, to explore the characteristics of Chinese high school students' learning strategies, study strategies on Academic Emotion and academic achievement are predicted, and the academic emotions are not between learning strategies and academic achievements play an intermediary role analysis. Firstly, through the literature check the preparation of Chinese learning strategy questionnaire < senior high school students, on the basis of investigation, the status of language learning strategies of senior high school students, analyzes the language learning strategies, learning emotion The relationship between Chinese achievement, three variables. Finally, design a set of Chinese learning class group intervention program development strategies of high school students, and to analyze the effect of intervention of Chinese high school students. The results are as follows: 1. self assessment of Chinese learning strategy questionnaire < senior high school students, including three sub questionnaires: metacognitive strategy questionnaire, strategy use questionnaire, metacognitive strategy questionnaire. A total of 31 projects, with 5 grades. The questionnaire has good reliability and validity, it can be used to assess the high school students Chinese learning strategies.2. is an effective tool for Chinese high school students learning strategies and Academic Emotion score moderate, rich experience, positive the mood score was significantly higher than negative emotion.3. grade and gender, in terms of learning strategies including knowledge strategy and multi sensory reading strategies are significant gender differences, gender differences on academic emotions The score had no difference. The grade of the Chinese learning strategies of basic cognitive strategies and literature appreciation strategies have significant difference in basic cognitive strategies score and score of high literary appreciation strategy than the high school and middle school, high school and middle school differ significantly positively related to the.4. language learning strategies between the various dimensions, language learning strategies and positive academic emotions positive correlation, and negative academic emotions were not significantly correlated with language learning strategies; academic achievement is positively correlated in all dimensions, and positive academic emotions are related, and negative academic emotions were not significant.5. positive emotions in language learning strategies in seven dimensions (reflection control, program control, resource utilization, basic knowledge, knowledge deduction, literature appreciation, multi sensory reading) and academic achievement between completely mediated.6. group counseling significantly on language learning strategies of senior high school students to promote the effect.

【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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