五年级学生阅读元理解与自我调节学习的关系研究

发布时间：2018-03-06 04:10

本文选题：阅读理解　切入点：元理解　出处：《辽宁师范大学》2011年硕士论文　论文类型：学位论文

【摘要】：元理解是元认知相关研究的重要成果之一,它关注的是读者对自身阅读过程的监控和调节,是一种学会感判断(Judgement Of Learning, JOL)。元理解判断的准确性及其延迟效应是目前元理解研究的热点。本研究综合以往研究所取得的理论结果,并经过对研究被试的慎重选择,尝试从教育心理学和认知心理学的角度出发,将理论研究与实践应用相结合,对元理解能力、理解评价准确性及其与自我调节学习的关系进行探索,更加关注元理解作为一种元认知能力对学生阅读和学习的实践意义。实验以小学五年级学生为被试,采用元理解研究的经典范式——错误检测法和理解评价法,考察小学五年级学生阅读元理解能力及其与阅读理解成绩的关系；在此基础上,进一步对元理解过程中的“延迟效应”进行了验证；最后考察了元理解的“延迟效应”是否可以通过提高理解评价的准确性来促进学生进行自我调节学习。研究结果如下 1.错误检测范式下发现,五年级学生的平均错误检出率为32%,这说明五年级学生整体上已具备一定的阅读元理解能力,但是元理解能力较低； 2.五年级学生的阅读元理解能力与阅读成绩存在显著的正相关；这说明五年级学生的阅读元理解能力对阅读成绩具有直接的影响力； 3.理解评价范式下发现,小学五年级学生已具备一定的元理解能力,但是元理解评价的准确性并不高； 4.五年级学生在元理解评价过程中存在延迟效应,即延迟组被试的元理解准确性要高于即时组和无概括组被试； 5.元理解过程中,延迟概括有助于五年级学生进行更多的自我调节学习。
[Abstract]:Metacognition is one of the important achievements in metacognitive research. It focuses on the readers' monitoring and adjustment of their own reading process. Metacognition is a kind of judgment of judgment of learning, JOL.The accuracy of metacognitive judgment and its delay effect are the focus of metacognition research at present. This study synthesizes the theoretical results obtained in previous studies, and through the careful selection of the subjects, attempts to combine the theoretical research with the practical application from the perspective of educational psychology and cognitive psychology to understand meta-comprehension ability. Understanding the accuracy of evaluation and its relationship with self-regulated learning, and paying more attention to the practical significance of metacognition as a metacognitive ability to students' reading and learning. By using the classic paradigm of meta-understanding, error detection and comprehension evaluation, this paper investigates the relationship between reading metacognition and reading comprehension achievement of students in grade five of primary school. Furthermore, the "delay effect" in the process of metacognition is verified, and finally, whether the "delayed effect" of metacognition can promote students' self-regulated learning by improving the accuracy of understanding and evaluation is investigated. The results are as follows. 1. Under the error detection paradigm, the average error detection rate of the fifth grade students is 32, which shows that the fifth grade students have a certain ability of reading meta-comprehension, but the ability of metacognition is relatively low; 2. There is a significant positive correlation between reading metacognition and reading achievement of the fifth grade students, which indicates that the reading meta-comprehension ability of the fifth grade students has direct influence on the reading achievement. 3. Under the paradigm of understanding evaluation, it is found that the students of grade five in primary school already have certain meta comprehension ability, but the accuracy of metacognitive evaluation is not high; 4. In the process of metacognition evaluation, the fifth grade students have delayed effect, that is, the metacognition accuracy of the delayed group is higher than that of the immediate group and the ungeneralized group; 5. In the process of meta-understanding, delayed generalization helps the fifth graders to learn more self-regulated learning.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G625.5;G444

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