自我提问训练对小学生阅读理解监控的影响

发布时间：2019-01-22 19:57

【摘要】：自从元认知的概念提出后,研究者就对元认知进行了大量的理论和实证研究。并且教育理论家对元认知与自我调节学习的关系进行了系统的论述,他们认为元认知是自我调节学习的一部分,并对自我调节学习有着积极的作用。阅读活动作为我们获取知识的主要来源之一,也是自我调节学习的重要内容,读者要想顺利的完成阅读任务,离不开元认知的监控过程。研究者将阅读理解学习中的元认知活动称为阅读理解监控,阅读理解监控包括两个过程:监测过程和控制过程。鉴于阅读理解监控对阅读成绩的重要作用,我们可以通过干预训练来提高学习者在阅读理解学习中的元认知监控水平,从而提高其成绩。目前,对阅读理解监测过程研究的比较多,但是综合考虑阅读理解监控两个过程的研究非常少。因此,本研究旨在运用实验法,将成绩预测精确性作为阅读理解监测水平的指标,将任务选择适合性作为阅读理解控制水平的指标,通过自我提问训练对延吉市某所小学的学生进行干预,以探究自我提问训练对小学生的提问水平、阅读理解监控水平以及阅读成绩的作用。研究结论如下:(1)自我提问训练显著提高了小学生在阅读理解学习中的提问数量。(2)自我提问训练显著提高了小学生的成绩预测精确性和任务选择适合性。(3)自我提问训练显著提高了小学生的阅读理解成绩。
[Abstract]:Since the concept of metacognition was put forward, researchers have made a lot of theoretical and empirical research on metacognition. And educational theorists systematically discuss the relationship between metacognition and self-regulated learning. They think that metacognition is a part of self-regulated learning and plays an active role in self-regulated learning. As one of the main sources of knowledge acquisition, reading activity is also an important part of self-regulated learning. In order to successfully complete the reading task, readers can not do without the monitoring process of metacognition. The metacognitive activities in reading comprehension learning are called reading comprehension monitoring. Reading comprehension monitoring includes two processes: monitoring process and controlling process. In view of the important role of reading comprehension monitoring in reading achievement, we can improve the level of metacognitive monitoring in reading comprehension learning through intervention training. At present, there are many researches on the process of reading comprehension monitoring. Therefore, the purpose of this study is to use the experimental method to use the accuracy of achievement prediction as the index of reading comprehension monitoring level, and the task selection suitability as the index of reading comprehension control level. In order to explore the effect of self-questioning training on pupils' questioning level, reading comprehension monitoring level and reading achievement, the students in a primary school in Yanji city were intervened by self-questioning training. The results are as follows: (1) Self-questioning training significantly increased the number of pupils' questions in reading comprehension learning. (2) Self-questioning training significantly improved the accuracy of performance prediction and task selection of pupils. (3) self-questioning training significantly improved the reading comprehension of primary school students.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3

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