高中英语写作教学中元认知策略的应用研究

发布时间：2018-04-25 08:36

本文选题：高中英语 + 写作教学　；参考：《哈尔滨师范大学》2015年硕士论文

【摘要】：现代外语教学的根本任务是要求学习者在熟练掌握四项基本技能的基础上,还要必须掌握自主学习外语的能力。我国的外语教学研究者一直注重教师的教学方法,不断寻求最佳教学途径,教学效果却不明显。近年来,研究者们逐渐认识到:对于学习者来讲,教学方法只是外部因素,而学习者的内部因素才起决定性作用。在二十世纪七十年代Flavell提出元认知的理论后,有关元认知理论与外语教学相结合的研究层出不穷。已有的大量研究多注重将元认知策略应用于本科及高职阶段的英语教学中,研究结果较少涉及高中英语写作教学。为了全面了解元认知相关策略与高中外语写作教学结合的合理性,笔者对高中英语写作教学中元认知的应用及培训进行了一系列的实证研究,通过探讨元认知策略与高中英语写作学习之间的关系及其产生的影响,力图寻求一条高效的英语写作教学新途径。本文首先介绍了相关问题产生的背景、目的及意义。接下来介绍了有关元认知的定义和相关理论框架,同时重点对元认知策略以及高中英语写作教学进行了相关综述。然后从元认知理论的角度,结合高中英语写作教学的现状,着重围绕以下问题展开调查:(1)高中学生在英语写作训练中使用元认知策略的情况怎样?(2)在高中学生英语写作训练中加入元认知策略是否有助于自身英语写作成绩的提高?(3)将元认知策略与高中英语写作教学将结合应遵循什么方法和原则?为了回答以上问题,笔者对牡丹江市第二中学80名学生进行了一个学期的实验研究。结合定性和定量的实验方法,采用调查问卷和限时与非限时作文测试的方式进行比较和研究。针对实验过程和结果,笔者总结出影响高中英语元认知策略应用的因素及培养高中学生英语写作元认知策略的途径和应坚持的原则。最后,提出本研究的局限性与不足,同时对未来作出展望。
[Abstract]:The basic task of modern foreign language teaching is to require learners to master the ability of autonomous foreign language learning on the basis of mastering the four basic skills. Foreign language teaching researchers in China have always paid attention to teachers' teaching methods and have been looking for the best teaching methods, but the teaching effect is not obvious. In recent years, researchers have come to realize that for learners, teaching methods are only external factors, and learners' internal factors play a decisive role. After Flavell put forward the theory of metacognition in the 1970s, the research on the combination of metacognitive theory and foreign language teaching emerged one after another. Many studies have focused on the application of metacognitive strategies to English teaching in undergraduate and higher vocational schools. The results of this study are less concerned with the teaching of English writing in senior high schools. In order to fully understand the rationality of the combination of metacognitive strategies and foreign language writing teaching in senior high school, the author conducts a series of empirical studies on the application and training of metacognition in senior high school English writing teaching. By exploring the relationship between metacognitive strategies and English writing learning in senior high school and its influence, this paper tries to find a new approach to English writing teaching. This paper first introduces the background, purpose and significance of the related problems. Then it introduces the definition and relevant theoretical framework of metacognition, and focuses on the review of metacognitive strategies and the teaching of English writing in senior high school. Then from the perspective of metacognitive theory, combined with the current situation of English writing teaching in senior high school, How do Senior High School students use Metacognitive Strategies in English Writing training? 2) whether adding Metacognitive Strategies to Senior High School students' English Writing training contributes to their English Writing Achievement What methods and principles should be followed to combine metacognitive strategies with high school English writing teaching? In order to answer the above questions, 80 students in Mudanjiang No. 2 Middle School were studied for one semester. Combined with qualitative and quantitative experimental methods, the questionnaire and time-limited and non-time-limited composition tests were used to compare and study. In view of the experimental process and results, the author summarizes the factors that affect the application of English metacognitive strategies in senior high school and the ways and principles to cultivate the metacognitive strategies in English writing for senior high school students. Finally, the limitations and shortcomings of this study are put forward, and the future is prospected.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【相似文献】