元认知训练对高一学生化学学科成绩的影响研究
发布时间：2018-12-15 18:17
【摘要】：提高学生元认知水平是教会学生学习和提高学习能力的有效途径,是适应终身学习的必然要求,是新课程改革的应有之义。本文以高一学生为研究对象,以学科知识学习为载体,使学生在学习化学知识的同时,了解元认知知识,丰富元认知体验,提升元认知监控能力,提高学生的自我效能感,引导学生正确归因,通过这些元认知训练来探讨元认知水平与化学学科成绩的影响。本文的具体内容及重要结论如下：首先是前言和相关理论。以国内外许多学者提出的关于元认知的理论为基础,对元认知的相关概念、结构等进行概述和整理,本研究将元认知结构划分为元认知知识、元认知体验、元认知监控和动机信念四大维度。又将元认知知识划分为个体性、任务性和策略性三个维度；元认知体验划分为积极的元认知体验和消极的元认知体验两个维度;元认知监控划分为计划性、方法性、执行性、反馈性、补救性和总结性六个维度；动机信念包括自我效能感和归因方式。接着是实验研究部分,在笔者的实习学校武汉市第十一中学选取两个高一的平行班级,随机分为实验班和对照班,在实验班进行了一学期的元认知训练。并制作了一套详细的元认知训练方法和内容：采用心理测试方法来丰富学生的个体性知识;任务性与策略性知识的训练采用的是传授法,并在知识的学习中进行传授；在化学教学中建立和谐的教学情境来丰富情感体验；采用自我提问法来培养学生的自我监控能力；采用设计分层次作业法来提升学生的自我效能感；引导学生进行正确归因采用的是教师传授法与小组讨论法。采取问卷测试学生的元认知水平和以考试的形式对训练效果进行前后检测。结果如下。(1)学生的元认知水平与化学学科成绩呈显著正相关；(2)元认知训练能有效地提高学生的元认知水平,主要体现在学生的元认知知识和元认知监控有极显著提高,在自我效能感和归因方式有显著提升；两班学生在计划性、总结性和努力归因这三个维度上差异极显著；在策略性、积极的元认知体验、消极的元认知体验、补救性、学习能力自我效能感、和运气归因这几个维度上差异显著；在主体性、任务性、方法性、执行性、反馈性、学习行为自我效能感、能力归因和任务难易归因这几个维度上差异不显著；(3)元认知训练拉近了不同层次学生的元认知水平；(4)有效的提高了学生的化学学科成绩：元认知训练能显著提高学生的化学学科成绩,对中等生和学困生影响显著,对学优生影响不显著。实验表明,在化学教学中进行元认知训练是可行和有效的。用元认知理论来指导学生的学习,可提高学生的成绩。最后是创新与不足,对研究的整个过程进行了归纳总结,反思其中的不足之处,以期在今后的学习和工作中不断完善。
[Abstract]:Improving students' metacognition is an effective way to teach students to learn and improve their learning ability. It is an inevitable requirement to adapt to lifelong learning and is the proper meaning of the new curriculum reform. This article takes the senior one students as the research object, takes the subject knowledge study as the carrier, causes the student to learn the chemistry knowledge at the same time, enriches the metacognitive experience, enhances the metacognitive monitoring ability, enhances the student's self-efficacy sense. Through these metacognitive training to explore the influence of metacognition level and chemistry achievement. The concrete contents and important conclusions of this paper are as follows: first, the preface and related theories. Based on the theory of metacognition put forward by many scholars at home and abroad, this paper summarizes and arranges the related concepts and structures of metacognition. In this study, the metacognitive structure is divided into metacognitive knowledge and metacognitive experience. Metacognitive monitoring and motivation belief are four dimensions. Metacognitive knowledge is divided into three dimensions: individual, task and strategy. Metacognitive experience is divided into two dimensions: positive metacognitive experience and negative metacognitive experience, metacognitive monitoring is divided into six dimensions: planning, methodical, executive, feedback, remedial and summative. Motivation beliefs include self-efficacy and attribution style. Then there is the experimental research part. Two parallel classes are randomly divided into the experimental class and the control class in Wuhan No. 11 Middle School, the experimental class, and the metacognitive training is carried out in the experimental class for one semester. A set of detailed metacognitive training methods and contents are developed: the psychological test method is used to enrich students' individual knowledge, the task and strategic knowledge training adopts the imparting method, and the teaching method is used in the study of knowledge. In chemistry teaching, we should establish a harmonious teaching situation to enrich the emotional experience, adopt the self-questioning method to cultivate students' self-monitoring ability, adopt the method of designing hierarchical homework to improve the students' sense of self-efficacy. The teachers' teaching method and group discussion method are used to guide students' correct attribution. The students' metacognition level was tested by questionnaire and the training effect was tested before and after the examination. The results are as follows: (1) there is a significant positive correlation between the students' metacognitive level and their chemistry scores; (2) Metacognitive training can effectively improve students' metacognitive level, mainly reflected in students' metacognitive knowledge and metacognitive monitoring, self-efficacy and attribution style; There are significant differences in the three dimensions of planning, summation and effort attribution between the two classes. There are significant differences in the dimensions of strategy, positive metacognitive experience, negative metacognitive experience, remediation, self-efficacy of learning ability, and attribution of luck. There are no significant differences in the dimensions of subjectivity, task, method, execution, feedback, self-efficacy of learning behavior, ability attribution and task difficulty attribution. (3) metacognitive training has brought the level of metacognition to different levels of students; (4) improve the students' chemistry achievement effectively: metacognition training can significantly improve the students' chemistry achievement, have a significant effect on the secondary students and the students with learning difficulties, but not on the excellent students. Experiments show that metacognitive training is feasible and effective in chemistry teaching. Using metacognitive theory to guide students' study can improve students' achievement. Finally, the innovation and deficiency, the whole process of the study is summarized, and the shortcomings of the research are reflected, in order to improve the future study and work.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
本文编号：2381080
[Abstract]:Improving students' metacognition is an effective way to teach students to learn and improve their learning ability. It is an inevitable requirement to adapt to lifelong learning and is the proper meaning of the new curriculum reform. This article takes the senior one students as the research object, takes the subject knowledge study as the carrier, causes the student to learn the chemistry knowledge at the same time, enriches the metacognitive experience, enhances the metacognitive monitoring ability, enhances the student's self-efficacy sense. Through these metacognitive training to explore the influence of metacognition level and chemistry achievement. The concrete contents and important conclusions of this paper are as follows: first, the preface and related theories. Based on the theory of metacognition put forward by many scholars at home and abroad, this paper summarizes and arranges the related concepts and structures of metacognition. In this study, the metacognitive structure is divided into metacognitive knowledge and metacognitive experience. Metacognitive monitoring and motivation belief are four dimensions. Metacognitive knowledge is divided into three dimensions: individual, task and strategy. Metacognitive experience is divided into two dimensions: positive metacognitive experience and negative metacognitive experience, metacognitive monitoring is divided into six dimensions: planning, methodical, executive, feedback, remedial and summative. Motivation beliefs include self-efficacy and attribution style. Then there is the experimental research part. Two parallel classes are randomly divided into the experimental class and the control class in Wuhan No. 11 Middle School, the experimental class, and the metacognitive training is carried out in the experimental class for one semester. A set of detailed metacognitive training methods and contents are developed: the psychological test method is used to enrich students' individual knowledge, the task and strategic knowledge training adopts the imparting method, and the teaching method is used in the study of knowledge. In chemistry teaching, we should establish a harmonious teaching situation to enrich the emotional experience, adopt the self-questioning method to cultivate students' self-monitoring ability, adopt the method of designing hierarchical homework to improve the students' sense of self-efficacy. The teachers' teaching method and group discussion method are used to guide students' correct attribution. The students' metacognition level was tested by questionnaire and the training effect was tested before and after the examination. The results are as follows: (1) there is a significant positive correlation between the students' metacognitive level and their chemistry scores; (2) Metacognitive training can effectively improve students' metacognitive level, mainly reflected in students' metacognitive knowledge and metacognitive monitoring, self-efficacy and attribution style; There are significant differences in the three dimensions of planning, summation and effort attribution between the two classes. There are significant differences in the dimensions of strategy, positive metacognitive experience, negative metacognitive experience, remediation, self-efficacy of learning ability, and attribution of luck. There are no significant differences in the dimensions of subjectivity, task, method, execution, feedback, self-efficacy of learning behavior, ability attribution and task difficulty attribution. (3) metacognitive training has brought the level of metacognition to different levels of students; (4) improve the students' chemistry achievement effectively: metacognition training can significantly improve the students' chemistry achievement, have a significant effect on the secondary students and the students with learning difficulties, but not on the excellent students. Experiments show that metacognitive training is feasible and effective in chemistry teaching. Using metacognitive theory to guide students' study can improve students' achievement. Finally, the innovation and deficiency, the whole process of the study is summarized, and the shortcomings of the research are reflected, in order to improve the future study and work.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
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