元认知策略在高中英语写作教学中的应用研究

发布时间：2018-01-16 21:19

本文关键词：元认知策略在高中英语写作教学中的应用研究　出处：《渤海大学》2014年硕士论文　论文类型：学位论文

【摘要】：在外语教学中，教师的任务是引导学生成为独立自主、学习高效的外语学习者，因而培养学生的自主学习能力显得格外重要。这意味着学生需要掌握自主学习所必须的学习策略。在所有的学习策略中，元认知策略占有重要的地位。而对高中学生来说，在英语学习过程中，写作是必须掌握的一项非常重要的语言技能。写作可以全面反映学生对英语的掌握程度。但不容乐观的是，对于高中学生来说，英语写作一直是相对薄弱的环节。因此，如何提高学生的写作能力成了高中英语教学中关键的问题之一。元认知这一术语在19世纪70年代由美国心理学家Flavell提出，从此元认知理论受到了广大研究者和学者的青睐。元认知理论由两部分组成，即元认知知识和元认知策略。后者是本研究的重点。在过去20多年间，国内外研究者和学者对元认知策略的研究日益增多，但与其他学习策略相比，此研究仍处于起步阶段。因此，本文旨在研究元认知策略培训对英语写作教学的影响，，探讨元认知策略应用到高中英语写作教学的可行性和有效性。根据O’MalleyChamot (1990),元认知策略包括计划策略、监控策略和评估策略。作者基于此分类设计出一套把元认知策略应用到高中写作教学中的培训方案，并旨在回答如下两个研究问题：第一，元认知策略写作教学能否提高学生的元认知策略意识。第二，元认知策略写作教学能否提高学生的写作成绩。实验对象是来自盘锦市高级中学的两个平行班的高一学生。其中，实验班为47人，控制班为48人。实验历时12周，实验班采用元认知策略训练的写作教学模式，控制班采用传统的写作教学模式。通过对有效数据的收集和分析，实验班训练前后的问卷平均值分别为2.4897和3.5574。此结果表明：元认知策略写作教学后实验班学生在计划写作、监控写作和评价写作方面的元认知策略意识明显增强。实验班的前后测英语写作平均成绩分别是16.8298和18.5745。此结果表明：相比传统写作教学而言，元认知策略写作教学显著地提高了学生的写作成绩。而控制班的前后测英语写作平均成绩分别是16.25和17.08。故不能否认的是，经过相同时长的传统写作教学，控制班的写作成绩在一定程度上也有所提高。本研究的实验结果对当前的写作教学，特别是高中英语写作教学，具有一定的理论意义和现实意义。同时指出了其研究局限性，并对进一步的研究提出了建议。最后期望本研究的成果能为高中英语教师提供一些英语写作教学的可行性借鉴，从而有效地提高学生的写作成绩。
[Abstract]:In foreign language teaching, the teacher's task is to guide students to become independent and efficient foreign language learners. Therefore, it is very important to cultivate students' autonomous learning ability, which means that students need to master the learning strategies necessary for autonomous learning. Metacognitive strategies play an important role in English learning for senior high school students. Writing is a very important language skill that must be mastered. Writing can fully reflect the students' mastery of English. However, it is not optimistic for senior high school students. English writing has always been a relatively weak link. Therefore, how to improve students' writing ability has become one of the key problems in high school English teaching. The term metacognition was proposed by American psychologist Flavell in 1870s. Since then, metacognitive theory has been favored by researchers and scholars. Metacognition theory consists of two parts. Metacognitive knowledge and metacognitive strategies, the latter is the focus of this study. In the past 20 years, more and more researchers and scholars at home and abroad have studied metacognitive strategies, but compared with other learning strategies. This study is still in its infancy. Therefore, this paper aims to study the impact of metacognitive strategy training on English writing teaching, and to explore the feasibility and effectiveness of applying metacognitive strategies to English writing teaching in senior high schools. According to O'Malley Chamot 1990, metacognitive strategies include planning strategies. Based on this classification, the author designs a set of training programs to apply metacognitive strategies to high school writing teaching, and aims to answer the following two research questions: first. Whether metacognitive strategy writing teaching can improve students' metacognitive strategy consciousness. Second, whether metacognitive strategy writing teaching can improve students' writing achievement. The subjects were the first year students from two parallel classes in Panjin Senior Middle School. Among them, 47 were in the experimental class and 48 in the control class. The experiment lasted for 12 weeks. The experimental class adopts the writing teaching mode of metacognitive strategy training and the control class adopts the traditional writing teaching mode. The average of the questionnaire before and after training was 2.4897 and 3.5574 respectively. The results showed that the students in the experimental class were planning writing after the metacognitive strategy writing teaching. The awareness of metacognitive strategies in monitoring writing and evaluating writing was significantly enhanced. The average scores of pre-and post-test English writing in the experimental class were 16.8298 and 18.5745, respectively. The results showed that:. Compared with the traditional writing teaching. The teaching of metacognitive strategy writing has significantly improved the students' writing scores, while the average scores in the control class are 16.25 and 17.08, respectively. After the same time and long traditional writing teaching, the writing achievement of the control class has been improved to some extent. The experimental results of this study are of theoretical and practical significance to the current writing teaching, especially in senior high school English writing teaching. At the same time, the limitations of the research are pointed out. Suggestions for further study are put forward. Finally, it is hoped that the results of this study can provide some practical reference for senior English teachers in English writing teaching, so as to effectively improve students' writing performance.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.41

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