高二学生英语阅读中元认知策略使用情况调查
发布时间：2018-11-12 18:22
【摘要】：阅读能提供最重要的语言输入,也是英语学习的主要方式之一。阅读是中学阶段英语教学的核心所在,如何提高学生的英语阅读能力,使学生有效地运用阅读策略一直是许多学者和教师共同关注的问题。在近30年来,元认知概念和元认知策略的提出给中学英语阅读教学的研究提供了新的视角。元认知策略是学习者有目的,有意识地使用计划、监控、评价策略,从而能对学习任务进行有效的调节的策略。如果学生能积极主动地在阅读中使用元认知策略,就能更成功地运用这些策略来对阅读过程进行计划、监控和评价。在我国,关于元认知策略的研究硕果累累,但涉及基础教育实践的研究不多,有待于更深刻更多的研究,本文将探析高二学生在阅读中元认知策略的使用情况如何。笔者对漳州正兴学校243名高二学生进行阅读元认知策略的问卷调查,通过SPSS17.0社会科学统计软件完成数据的分析,同时结合对英语教师和学生的访谈,对高二学生英语阅读中元认知策略使用的异同进行详细的对比分析。调查结果表明,高二学生在阅读中使用了一些元认知策略,他们有时使用的策略是选择注意和监控策略,很少使用计划策略和评价策略。男生和女生在元认知策略使用上有显著差异,女生比男生更多地使用计划策略、选择注意策略、监控策略和评价策略。高分组学生比低分组学生更多地使用元认知策略,选择注意策略和监控策略是他们相对使用频率较高的策略。最后,本文为教师提供一些阅读教学的建议,希望教师能将元认知策略训练与阅读教学自然融合并贯穿始终,提高学生的元认知意识,自我监控和自我评价的能力。笔者希望此研究结果能对高中英语阅读教学有所启示,能为元认知领域的进一步研究发展提供相关数据参考。
[Abstract]:Reading provides the most important language input and is one of the main ways to learn English. Reading is the core of English teaching in middle school. How to improve students' reading ability and make students use reading strategies effectively has been a common concern of many scholars and teachers. In the past 30 years, the development of metacognitive concepts and metacognitive strategies has provided a new perspective for the study of English reading teaching in middle schools. Metacognitive strategies are strategies that learners use purposefully, consciously and consciously to plan, monitor and evaluate strategies so that they can effectively adjust their learning tasks. If students can actively use metacognitive strategies in reading, they can use these strategies more successfully to plan, monitor and evaluate the reading process. In China, the research on metacognitive strategies is fruitful, but there are few researches on the practice of basic education, which need more and more research. This paper will explore how the students use metacognitive strategies in reading. The author conducted a questionnaire survey on reading metacognitive strategies among 243 senior middle school students in Zhengxing School of Zhangzhou. The data were analyzed by SPSS17.0 social science statistical software, and interviews with English teachers and students were conducted at the same time. This paper analyzes the similarities and differences of metacognitive strategies in senior two students' English reading. The results show that senior two students use some metacognitive strategies in reading. They sometimes use attention and monitoring strategies, and seldom use planning strategies and evaluation strategies. There are significant differences between boys and girls in the use of metacognitive strategies. Girls use more planning strategies, choose attention strategies, monitor strategies and evaluate strategies than boys. The students in the high score group used more metacognitive strategies than those in the lower group, and they chose the attention strategy and the monitoring strategy as the relatively high frequency strategies. Finally, this paper provides teachers with some suggestions on reading teaching, hoping that teachers will naturally integrate metacognitive strategy training with reading teaching, and improve students' metacognitive awareness, self-monitoring and self-evaluation ability. The author hopes that the results of this study can provide some implications for the teaching of English reading in senior high school and provide relevant data for further research and development in the field of metacognition.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2327852
[Abstract]:Reading provides the most important language input and is one of the main ways to learn English. Reading is the core of English teaching in middle school. How to improve students' reading ability and make students use reading strategies effectively has been a common concern of many scholars and teachers. In the past 30 years, the development of metacognitive concepts and metacognitive strategies has provided a new perspective for the study of English reading teaching in middle schools. Metacognitive strategies are strategies that learners use purposefully, consciously and consciously to plan, monitor and evaluate strategies so that they can effectively adjust their learning tasks. If students can actively use metacognitive strategies in reading, they can use these strategies more successfully to plan, monitor and evaluate the reading process. In China, the research on metacognitive strategies is fruitful, but there are few researches on the practice of basic education, which need more and more research. This paper will explore how the students use metacognitive strategies in reading. The author conducted a questionnaire survey on reading metacognitive strategies among 243 senior middle school students in Zhengxing School of Zhangzhou. The data were analyzed by SPSS17.0 social science statistical software, and interviews with English teachers and students were conducted at the same time. This paper analyzes the similarities and differences of metacognitive strategies in senior two students' English reading. The results show that senior two students use some metacognitive strategies in reading. They sometimes use attention and monitoring strategies, and seldom use planning strategies and evaluation strategies. There are significant differences between boys and girls in the use of metacognitive strategies. Girls use more planning strategies, choose attention strategies, monitor strategies and evaluate strategies than boys. The students in the high score group used more metacognitive strategies than those in the lower group, and they chose the attention strategy and the monitoring strategy as the relatively high frequency strategies. Finally, this paper provides teachers with some suggestions on reading teaching, hoping that teachers will naturally integrate metacognitive strategy training with reading teaching, and improve students' metacognitive awareness, self-monitoring and self-evaluation ability. The author hopes that the results of this study can provide some implications for the teaching of English reading in senior high school and provide relevant data for further research and development in the field of metacognition.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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