中学生元认知策略问卷编制及其应用

发布时间：2018-05-12 23:08

  本文选题：元认知策略 + 中学生　； 参考：《内蒙古师范大学》2016年硕士论文

【摘要】：学会学习是提高学习成绩、学习效率的基础,元认知策略是学生实现掌握学会学习技能的关键。元认知策略指学习者利用所具有的元认知知识去有意识地控制自己思维和认知活动。包括对认知活动实施的计划、监控、反馈和调节,使学习方法和学习过程更加合理有效。本研究依据元认知策略的概念与结构,以蒙、汉语授课学校的中学生为研究对象,旨在编制出适合测查少数民族地区中学生元认知策略的问卷,并探讨蒙语授课和汉语授课中学生的元认知策略使用现状。本研究文献查阅、访谈、半开式问卷调查等基础上,编制元认知策略项目,经过专家组多次评定及修改,形成初测问卷。在内蒙古八个地区,共收集到有效问卷1245份,使用SPSS19.0和AMOS17.0软件对数据进行描述性统计、项目分析、探索因素分析、相关分析、验证因素分析、回归分析、信效度检验等分析。最后对蒙、汉语授课中学生的元认知策略使用情况进行探讨。得到以下结论：1.所编制的《中学生元认知策略问卷》包含知识掌握监控调整、方法使用监控调整、注意力动力监控调节、计划性措施四个维度,18个题目。问卷采用Likert五点计分法。问卷的内部一致性信度为0.880,分半信度为0.881。2.经检验中学生元认知策略问卷各测量学指标良好,具有良好的信度和效度。可以作为测查蒙语授课与汉语授课初中生和高中生元认知策略水平的有效工具。3.汉语授课中学生在元认知策略总水平上无性别差异；在注意力动力监控调节策略上,女生显著高于男生。初中、高中相邻年级间差异不显著,高一学生元认知策略使用水平高于高三学生。4.蒙语授课中学生,女生元认知策略使用显著高于男生,主要表现在知识掌握监控调整、注意力动力监控调节、计划性措施三个方面。七年级学生的元认知策略使用显著高于八年级；高中相邻年级差异不显著；高一年级学生元认知策略使用显著高于高三年级。
[Abstract]:Learning to learn is the basis of improving academic achievement and learning efficiency. Metacognitive strategy is the key to master learning skills. Metacognitive strategies refer to learners who use their metacognitive knowledge to consciously control their own thinking and cognitive activities. Including the implementation of cognitive activities, monitoring, feedback and adjustment to make learning methods and learning process more reasonable and effective. Based on the concept and structure of metacognitive strategies, this study aimed to compile a questionnaire for middle school students in Mongolian and Chinese teaching schools to investigate the metacognitive strategies of middle school students in minority areas. And to explore the use of metacognitive strategies in Mongolian and Chinese teaching. On the basis of literature review, interview and semi-open questionnaire, the project of metacognitive strategy was compiled, which was evaluated and revised many times by expert group to form the preliminary questionnaire. A total of 1245 valid questionnaires were collected in eight regions of Inner Mongolia. Descriptive statistics, item analysis, exploratory factor analysis, correlation analysis, validation factor analysis, regression analysis, reliability and validity test were used to analyze the data using SPSS19.0 and AMOS17.0 software. Finally, the use of metacognitive strategies in Mongolian and Chinese teaching students is discussed. Get the following conclusion: 1. The Metacognitive Strategy questionnaire for Middle School students consists of four dimensions, 18 topics, including the adjustment of knowledge mastery, the adjustment of using monitoring, the adjustment of attention dynamic monitoring, and the regulation of planned measures. Likert five-point scoring method was used in the questionnaire. The internal consistency reliability and split-half reliability of the questionnaire were 0.880 and 0.881.2 respectively. The metacognitive strategy questionnaire has good reliability and validity. It can be used as an effective tool to test the metacognitive strategy level of junior high school students and senior high school students in Mongolian language teaching and Chinese teaching. There was no gender difference in metacognitive strategies in Chinese teaching students, and girls were significantly higher than boys in monitoring and regulating strategies of attention dynamics. There was no significant difference between the adjacent grades in junior middle school and senior high school, and the level of metacognitive strategies used by senior one students was higher than that of senior three students. 4. The use of metacognitive strategies of female students in Mongolian teaching was significantly higher than that of boys, mainly in the following three aspects: the adjustment of knowledge mastery, the regulation of attention dynamics, and the planning measures. The use of metacognitive strategies in grade 7 was significantly higher than that in grade 8; there was no significant difference between the adjacent grades in senior high school; the use of metacognitive strategies in grade 1 was significantly higher than that in grade 3.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.1
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本文编号：1880546