高中英语阅读中元认知策略运用现状的研究

发布时间：2018-04-15 15:48

本文选题：元认知策略 + 高中英语阅读　；参考：《华中师范大学》2016年硕士论文

【摘要】：对于外语学习者来说,阅读的地位举足轻重,它是外语学习者的主要信息知识输入方式。因此,如何提高学生的阅读水平一直受到研究者的关注。元认知理论的诞生为阅读能力研究提供了一个新的研究视角。阅读活动即读者从阅读材料中获取知识的过程。读者在阅读过程中会运用自己已经掌握的信息、相关知识和过往经验等来对阅读材料进行一系列的信息加工,这是一个复杂的思维过程。在这一过程中,读者要有效地实现阅读目标,提取出自己想要的阅读信息,并解决阅读中遇到的问题,就必须在阅读过程有效地监控阅读活动的进行,并采取行之有效的阅读策略。因而,元认知策略的培训对于有效的阅读活动是非常必要的。本调查以元认知理论为基础,以四川省攀枝花市第七高级中学校高一年级的两个平行班的学生作为研究对象,把学生按照阅读成绩分为四个小组,对被调查学生的事先计划策略、选择注意策略、自我监控策略和自我评价策略进行调查研究和分析。本研究采用问卷调查和访谈方式获得数据,然后利用统计学软件SPSS进行分析。研究得出三个结论：1.高中生使用元认知策略的整体情况有待提高；2.在英语阅读中学生最不频繁使用的策略是自我评价策略,其他三项策略使用频率接近；3,各个小组使用各项策略的频率均有较大差别,高分组频率普遍高于低分组。最后,针对研究结果,本文为教师提供一些教学建议,希望教师可以在平常的教学中将元认知策略培训渗透到日常英语阅读教学中。
[Abstract]:For foreign language learners, reading plays an important role. It is the main information input method for foreign language learners.Therefore, how to improve students' reading level has been concerned by researchers.The birth of metacognitive theory provides a new perspective for the study of reading ability.Reading activity is the process by which the reader acquires knowledge from the reading material.In the process of reading, readers will use their own information, relevant knowledge and past experience to process a series of reading materials, which is a complex thinking process.In order to effectively achieve the reading goal, extract the desired reading information, and solve the problems encountered in reading, readers must effectively monitor the reading activities in the process of reading.And take effective reading strategy.Therefore, metacognitive strategy training is necessary for effective reading activities.Based on metacognitive theory, this investigation takes two parallel classes in Grade one of the seventh senior middle school in Panzhihua City, Sichuan Province, as the research object, and divides the students into four groups according to their reading scores.The investigation and analysis of the students' planning strategies, selective attention strategies, self-monitoring strategies and self-evaluation strategies were carried out.In this study, data were obtained by questionnaire and interview, and then analyzed by statistical software SPSS.The study draws three conclusions: 1.The overall use of metacognitive strategies in high school students needs to be improved.The most infrequent strategies used by middle school students in English reading are self-evaluation strategies. The frequency of the other three strategies is close to three. The frequency of each group using each strategy is different greatly. The frequency of high score group is generally higher than that of low group.Finally, in view of the results of the study, this paper provides some teaching suggestions for teachers, hoping that teachers can permeate metacognitive strategy training into daily English reading teaching in ordinary teaching.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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