高中生英语阅读中元认知策略运用情况的调查

发布时间：2018-01-16 10:16

本文关键词：高中生英语阅读中元认知策略运用情况的调查　出处：《鲁东大学》2017年硕士论文　论文类型：学位论文

【摘要】：《普通高中英语课程标准》明确学习策略作为高中英语课程的目标之一,其中调控策略是一种重要的元认知策略。特别是在英语阅读过程中,读者需要计划、监控和评价自己的阅读过程,并采取相应的策略去解决阅读过程中出现的问题。本文以元认知策略的相关理论为切入点,并结合《普通高中英语课程标准》,回顾了元认知相关理论和国内外将元认知策略与英语阅读相结合的相关研究。本文运用调查问卷、访谈和阅读理解测试对以下三个研究问题展开了调查:(1)高中生在英语阅读中运用元认知策略的现状如何?(2)高分组和低分组学生在阅读中运用元认知策略方面有何不同?(3)影响高中生在英语阅读中运用元认知策略的因素有哪些?调查问卷和阅读理解测试的对象是烟台一中的210名学生。210名学生先参加阅读理解测试,之后他们需要完成附在阅读理解测试试卷后面的调查问卷,204份调查问卷和阅读理解测试试卷有效,进行阅读理解测试的目的是将学生分成高分组和低分组。调查问卷数据和测试成绩被输入电脑,并用Excel软件分析数据,用描述性统计的方法分析调查问卷每个项目的平均值和标准差。目的主要是解决上文中的第一个和第二个研究问题。然后,笔者访谈了16名学生和4名教师,并用手机将访谈内容进行录音,之后,结合笔者在访谈过程中做的记录,将访谈录音转化成文本。访谈的目的是补充调查问卷的结果,并且分析影响高中生在英语阅读中运用元认知策略的因素。首先,总体来看,元认知策略的平均值是3.14,说明目前高中生在英语阅读中运用元认知策略的情况属于中等水平。而且四项子元认知策略(选择注意、监控、计划、评价)的分数分别是3.57、3.33、2.87、2.78,说明在英语阅读中选择注意和监控策略比计划和评价策略被使用的更频繁。其次,高分组学生与低分组学生在英语阅读中运用元认知策略方面存在差异,高分组学生在运用元认知策略方面的平均值是3.37,而低分组学生的得分是3.01。所以,高分组学生运用元认知策略的频率高于低分组学生。另外,高中生在英语阅读中元认知策略运用的影响因素主要有三点,第一,在繁重的课业负担下,传统阅读教学法在英语阅读课中仍然占据主导地位。第二,学生缺少在英语阅读中运用元认知策略方面的训练。第三,教师和学生通常比较关注阅读结果而不是阅读过程。最后,针对研究结果,文章提出了相应的建议,教师应转变教学理念,加强相关教育教学理论的学习,例如元认知理论,并且加强元认知策略方面的教学,将语言学习与策略学习结合到一起,然后,逐步提高高中生的自主学习能力。
[Abstract]:The English Curriculum Standard of General Senior High School clearly defines learning strategies as one of the goals of the English curriculum in senior high schools. Among them, regulatory strategies are an important metacognitive strategy. Especially in the process of reading, readers need to plan. Monitoring and evaluating the process of reading and adopting corresponding strategies to solve the problems in the process of reading. This paper takes the relevant theories of metacognitive strategies as the starting point and combines with the English Curriculum Standard of General Senior High School. This paper reviews the relevant theories of metacognition and the combination of metacognitive strategies with English reading at home and abroad. The interview and Reading comprehension Test investigated the following three questions: 1) what is the status of metacognitive strategies used by senior high school students in English reading? (2) what are the differences in the use of metacognitive strategies in reading between high and low group students? What are the factors that affect the use of metacognitive strategies in English reading by senior high school students? The subjects of the questionnaire and reading comprehension test are 210 students in Yantai No. 1 Middle School who first take the reading comprehension test, and then they need to complete the questionnaire attached to the reading comprehension test paper. 204 questionnaires and reading comprehension tests were valid. The purpose of the reading comprehension test was to divide the students into high score group and low score group. The questionnaire data and test results were entered into the computer. Excel software is used to analyze the data and the descriptive statistical method is used to analyze the average value and standard deviation of each item in the questionnaire. The purpose is mainly to solve the first and second research problems above. Then. The author interviewed 16 students and 4 teachers, and recorded the interview with mobile phone. Then, combined with the record made by the author during the interview. The purpose of the interview is to supplement the results of the questionnaire and analyze the factors that affect the use of metacognitive strategies in English reading by senior high school students. The average value of metacognitive strategies is 3.14, which indicates that the use of metacognitive strategies in English reading by senior high school students is of medium level, and four sub-metacognitive strategies (selective attention, monitoring and planning). The scores were 3.57 / 3.33 / 2.872.78 respectively, indicating that attention and monitoring strategies are used more frequently in English reading than planning and evaluation strategies. There is a difference in the use of metacognitive strategies in English reading between the high score group and the low group students. The average value of the use of metacognitive strategies in the high score group is 3.37. The score of the low group students is 3.01. Therefore, the high score group students use metacognitive strategies more frequently than the low group students. There are three main factors that affect the use of metacognitive strategies in English reading. First, under the heavy burden of homework, the traditional reading teaching method still occupies a dominant position in the English reading class. Students lack of training in the use of metacognitive strategies in English reading. Thirdly, teachers and students usually pay more attention to reading results rather than reading process. Teachers should change teaching ideas, strengthen the learning of relevant educational teaching theories, such as metacognitive theory, and strengthen the teaching of metacognitive strategies, combining language learning with strategy learning, and then. Gradually improve high school students' autonomous learning ability.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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