学习者元认知发展的个案研究

发布时间：2018-05-13 05:19

本文选题：元认知 + 学习策略　；参考：《西南石油大学》2013年硕士论文

【摘要】：近年来,关于学习策略运用的研究在教育界受到了广大学者的关注。大量的研究结果表明元认知策略以及其他学习策略的有效运用,在语言的学习和发展过程中对学习者元认知水平的提高有着非常重要的作用。研究者认为教师通过课堂教学影响和培养学习者在语言学习过程中自主使用学习策略有利于语言学习。主要的研究问题为： 1)外语专业学生在刚进入大学时元认知水平如何?对此课程持什么态度? 2)通过8周的外语学习策略课程,学生的元认知是否有发展?在元认知知识和策略使用上有什么具体表现? 3)课程结束后学生的元认知水平如何?对本课程有什么反思? 基于此,本研究用了定性研究方法,历时地考察外语专业2011级新生在接受了学习策略课程的过程中,元认知知识和元认知策略的使用变化,并运用了课堂观察、课后反思作业和访谈三种研究工具,抽取了3名西南石油大学外语专业的学生来调查分析其元认知知识和元认知策略使用。研究结果表明,刚入学时外语专业3名学生的元认知知识水平不一,元认知策略使用率不高。通过8周的外语学习策略课程,学生的元认知知识和策略使用均有提高。其中,元认知知识在培训前期提高显著,后期提高缓慢；元认知策略使用则经整个培训后才显著提高；元认知策略提高的难度大于元认知知识。访谈结果显示,在学习策略培训后,3位学生的元认知的知识和策略使用都有不同程度的变化,他们对这次外语策略课程的态度看法各不相同,且同一位学生在课程的不同阶段,对此次课程也持有不同的看法。本研究得出结论：外语专业学习者通过此次外语学习策略课程的学习在不同程度上提高了元认知水平,另一方面也更加熟练使用学习策略和元认知策略来提高语言学习效率。
[Abstract]:In recent years, the study on the use of learning strategies has attracted the attention of many scholars in the field of education. A large number of results show that the effective use of metacognitive strategies and other learning strategies plays a very important role in the improvement of learners' metacognitive level in the process of language learning and development. The researchers believe that teachers influence and train learners to use learning strategies autonomously in the process of language learning through classroom teaching. The main research issues are: 1) what is the metacognition level of foreign language majors when they enter university? What is your attitude towards this course? 2) does the metacognition of students develop through the 8-week foreign language learning strategy course? What are the specific manifestations of metacognitive knowledge and the use of strategies? 3) what is the metacognition level of the students after the course? What is the reflection on this course? Based on this, a qualitative study was used to investigate the changes of metacognitive knowledge and metacognitive strategies in the process of accepting the course of learning strategies for the freshmen of Grade 2011 of foreign language majors, and the classroom observation was used. Three kinds of research tools including reflective homework and interview were used to investigate and analyze the use of metacognitive knowledge and metacognitive strategies among three students majoring in foreign language at Southwest Petroleum University. The results show that the level of metacognitive knowledge is different and the utilization rate of metacognitive strategies is not high. After 8 weeks of foreign language learning strategy course, students' metacognitive knowledge and strategy use are improved. Among them, metacognitive knowledge improves significantly in the early stage of training, but slowly in the later period; the use of metacognitive strategies is significantly improved after the whole training; the difficulty of improving metacognitive strategies is more difficult than that of metacognitive knowledge. The results showed that the metacognitive knowledge and strategy use of the three students changed in different degrees after learning strategy training. Their attitudes towards the course were different, and the same student was at different stages of the course. There is also a different view of the course. The present study concludes that foreign language learners can improve their metacognitive level in different degrees through the study of foreign language learning strategies. On the other hand, they are more proficient in using learning strategies and metacognitive strategies to improve their language learning efficiency.
【学位授予单位】：西南石油大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H09

【参考文献】