高中学生英语学习元认知能力现状调查研究
发布时间：2018-10-12 17:58
【摘要】：元认知能力是学生对自己的学习过程实施有效监测和调控的一种能力。培养学生的元认知能力是当前新一轮课程改革提出的新要求,有助于提升学生的综合素养,提高学习效率。基于现有文献,国内外学者对学生元认知能力的研究主要是针对大学阶段的数学、地理、多媒体学习等领域,将元认知能力与中学阶段高中生英语学习结合起来的研究并不多见。因此,该研究具有一定的学术价值和较强的教学实践意义。该研究采用定量研究方法,通过问卷调查分析高中学生英语学习元认知能力现状,研究样本是云南省昆明市某中学的146名高三学生。该研究调查问卷的内容分为三个维度,即元认知知识,元认知体验和元认知策略。调查数据使用SPSS 17.0进行了分析处理。数据分析包括:信度分析、效度检验、描述性统计、差异分析和相关分析。数据分析结果显示:(1)高中学生英语学习中元认知能力的整体水平处于中低等状态;(2)高中学生的英语成绩与其元认知知识、体验和策略成正相关,他们的元认知能力直接影响到英语成绩,英语成绩高的学生元认知能力较高;(3)学生在英语学习中,元认知能力不存在性别差异和年龄差异,也不存在城乡差异;(4)高中学生的分科情况对学生的英语学习成绩造成一定的影响。基于数据研究结果,本研究得出的结论和启示如下:(1)高中学生英语学习元认知能力水平普遍较低,他们不能很好地运用元认知知识和策略有效促进自己的英语学习;(2)对高中学生进行元认知能力的培养具有可行性和必要性,这将使所有的学生都受益。在培训中,教师无需考虑学生的性别、年龄和城乡差别。(3)在日常教学中教师可以通过反思训练培养学生的元认知意识;(4)教师可以有意识地教授相关知识,不断丰富学生的元认知知识;(5)教师需要创设情境,开展多样化的活动,让学生积累元认知体验;(6)教师可以采用设置问题的方式引导学生,提高他们运用元认知策略的能力。
[Abstract]:Metacognitive ability is a kind of ability for students to monitor and regulate their learning process effectively. To cultivate students' metacognitive ability is a new requirement of the new curriculum reform, which is helpful to improve students' comprehensive accomplishment and improve their learning efficiency. Based on the existing literature, the research of students' metacognitive ability at home and abroad is mainly aimed at mathematics, geography, multimedia learning and other fields in the university stage. The combination of metacognitive ability and high school students' English learning is rare. Therefore, this research has certain academic value and strong teaching practice significance. The present situation of English learning metacognitive ability of senior high school students is analyzed by a questionnaire survey. The sample is 146 senior high school students from a middle school in Kunming, Yunnan Province. The questionnaire is divided into three dimensions: metacognitive knowledge, metacognitive experience and metacognitive strategies. The investigation data were analyzed by SPSS 17.0. Data analysis includes reliability analysis, validity test, descriptive statistics, variance analysis and correlation analysis. The results of data analysis show that: (1) the overall level of metacognitive ability in English learning of senior high school students is in the middle and low level; (2) the English achievement of senior high school students is positively related to their metacognitive knowledge, experience and strategies. Their metacognitive ability has a direct impact on their English achievement, and the students with high English achievement have higher metacognitive ability. (3) there is no gender and age difference in metacognitive ability. There is no difference between urban and rural areas; (4) the division of subjects of senior high school students has a certain impact on students' English learning achievement. Based on the results of this study, the conclusions and implications of this study are as follows: (1) English learning metacognitive ability of senior high school students is generally low; They can't make good use of metacognitive knowledge and strategies to promote their English learning effectively. (2) it is feasible and necessary to develop metacognitive ability for senior high school students, which will benefit all students. In training, teachers do not need to take into account the gender, age and urban-rural differences of students. (3) in daily teaching, teachers can cultivate students' metacognitive awareness through reflective training; (4) teachers can consciously teach relevant knowledge. (5) teachers need to create situations and carry out diversified activities to enable students to accumulate metacognitive experience; (6) teachers can guide students by setting up problems and improve their ability to use metacognitive strategies.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2267074
[Abstract]:Metacognitive ability is a kind of ability for students to monitor and regulate their learning process effectively. To cultivate students' metacognitive ability is a new requirement of the new curriculum reform, which is helpful to improve students' comprehensive accomplishment and improve their learning efficiency. Based on the existing literature, the research of students' metacognitive ability at home and abroad is mainly aimed at mathematics, geography, multimedia learning and other fields in the university stage. The combination of metacognitive ability and high school students' English learning is rare. Therefore, this research has certain academic value and strong teaching practice significance. The present situation of English learning metacognitive ability of senior high school students is analyzed by a questionnaire survey. The sample is 146 senior high school students from a middle school in Kunming, Yunnan Province. The questionnaire is divided into three dimensions: metacognitive knowledge, metacognitive experience and metacognitive strategies. The investigation data were analyzed by SPSS 17.0. Data analysis includes reliability analysis, validity test, descriptive statistics, variance analysis and correlation analysis. The results of data analysis show that: (1) the overall level of metacognitive ability in English learning of senior high school students is in the middle and low level; (2) the English achievement of senior high school students is positively related to their metacognitive knowledge, experience and strategies. Their metacognitive ability has a direct impact on their English achievement, and the students with high English achievement have higher metacognitive ability. (3) there is no gender and age difference in metacognitive ability. There is no difference between urban and rural areas; (4) the division of subjects of senior high school students has a certain impact on students' English learning achievement. Based on the results of this study, the conclusions and implications of this study are as follows: (1) English learning metacognitive ability of senior high school students is generally low; They can't make good use of metacognitive knowledge and strategies to promote their English learning effectively. (2) it is feasible and necessary to develop metacognitive ability for senior high school students, which will benefit all students. In training, teachers do not need to take into account the gender, age and urban-rural differences of students. (3) in daily teaching, teachers can cultivate students' metacognitive awareness through reflective training; (4) teachers can consciously teach relevant knowledge. (5) teachers need to create situations and carry out diversified activities to enable students to accumulate metacognitive experience; (6) teachers can guide students by setting up problems and improve their ability to use metacognitive strategies.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
【参考文献】
相关期刊论文 前2条
1 杨小虎,张文鹏;元认知与外语阅读理解[J];中国矿业大学学报(社会科学版);2001年03期
2 李福灼;元认知及其在作文教学中的运用[J];广西师院学报;2000年04期
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