兀认知策略训练在高中地理自主学习能力培养中的应用

发布时间：2018-07-03 10:05

本文选题：元认知策略训练 + 高中地理　；参考：《河北师范大学》2016年硕士论文

【摘要】：随着高中地理课程改革的不断深入,学生学习方法的运用是否得当有效关乎着其学业的成败。自主学习是新课程改革所倡导的学习方式,具备自主学习能力的人有利于快速获取知识并可以轻松融入到这个知识大爆炸的社会中来。经研究发现,目前高中生在学习地理课程中普遍缺乏对自主学习方法的运用。因此,运用相关方法来培养高中地理自主学习能力显得尤为重要。经梳理国内外学者关于自主学习能力的相关研究成果发现,培养和提高自主学习能力可以从学生的学习观念、学习计划、主体意识等方面进行着手,其中,运用元认知策略理论来培养学生自主学习能力成为了热点。从自主学习理论中可得知,计划、调节、监控是自主学习过程中重要环节,与元认知策略中的计划策略、调节策略和监控策略不谋而合。本研究旨在通过元认知策略训练来提高高中生地理自主学习能力以及元认知策略运用水平。本文运用文献研究法、问卷调查法和训练实验法三种方法展开研究。通过文献法对研究背景以及元认知策略和自主学习方面的研究历史与现状进行了梳理与总结,在此基础上分别对元认知策略和自主学习理论进行了深入分析,并且对两者关系进行了深层次剖析。通过问卷调查,在分析当前高中地理自主学习中元认知策略运用存在的问题的基础上,对高中地理自主学习中元认知策略训练的内容、方案设计及实施过程进行了总结,其实施过程可概括为：兴趣培养阶段——元认知策略讲授阶段——元认知策略训练阶段——强化阶段——应用阶段。通过训练实验法,对比分析了训练实验前后调查问卷、学习成绩的差异,总结了训练实验的效果与存在的问题进而提出了高中地理自主学习中应用元认知策略训练的相关建议。以所任教邢台市南和县第一中学高一两个文科班为研究对象,分为实验班和对照班。在实验班以元认知策略训练阶段进行阶段教学,对学生进行元认知与元认知策略渗透。通过课堂教学分散训练以及知识讲座集中训练两种主要方式进行训练。在对照班运用常规的课堂教学模式,不传授元认知策略相关知识。经过一个学期的实验研究,实验班明显取得成效,具体表现在元认知知识与学习意识动机、目标与计划的制定、学习策略的选择、自我评价与反思、自我调节与自我监控六个维度方面的能力都比训练前有所提高。同时,地理学习成绩也高于对照班。根据元认知策略训练过程中出现的问题提出四点建议：其一,关注个体差异,进行因材施教。其二,了解学生地理学习特点以及自主学习现状。其三,加强学困生元认知策略训练。其四,延长研究时间,提高推广价值。希望本研究能够对丰富教师教学方法与技巧、转变学生学生方式、提高地理自主学习水平提供参考。
[Abstract]:With the deepening of the reform of Geography Curriculum in high school, the successful application of students' learning methods is related to the success or failure of their studies. Autonomous learning is a learning method advocated by the new curriculum reform. The people with independent learning ability are beneficial to the rapid acquisition of knowledge and can easily melt into the society of the great explosion of knowledge. It is found that high school students are generally lacking in the use of autonomous learning methods in the course of learning geography. Therefore, it is particularly important to use relevant methods to cultivate the autonomous learning ability of high school geography. Learning concept, learning plan, subject consciousness and so on, the use of metacognitive strategy theory to cultivate students' autonomous learning ability has become a hot spot. From the theory of autonomous learning, it is known that planning, regulation and monitoring are important links in the process of autonomous learning, and the planning strategy, adjustment strategy and monitoring strategy in metacognitive strategies. This study aims to improve the ability of high school students' autonomous learning and the application level of metacognitive strategies through metacognitive strategy training. This paper uses three methods of literature research, questionnaire and training experiments. The research background and the research of metacognitive strategies and autonomous learning are studied by the literature method. After a thorough analysis of the metacognitive strategy and the self-learning theory, a deep analysis of the relationship between the two is carried out on the basis of this, and a questionnaire survey is made to analyze the existing problems in the application of metacognitive strategies in the current high school autonomous learning. The content, design and implementation process of metacognitive strategy training are summarized. The implementation process can be summarized as: the stage of interest training - the stage of Metacognitive Strategy Teaching - the training stage of metacognitive strategy - the strengthening stage - the application stage. Through the training experiment method, it compares and analyzes the investigation before and after the training experiment. A questionnaire, the difference of learning achievement, the effect of the training experiment and the existing problems are summarized, and then the relevant suggestions on the application of metacognitive strategy in the autonomous learning of high school geography are put forward. One or two high school classes in the first middle school of Nanhe County in Xingtai city are taken as the research object, which are divided into the experimental class and the control class. Stage teaching in the training stage, metacognition and metacognition strategy permeate students. Two main ways are trained through classroom teaching dispersion training and knowledge lecture intensive training. In the control class, the conventional classroom teaching mode is used to teach the knowledge of metacognitive strategies. After one semester's experiment research, the experimental class is carried out. The ability of the six dimensions of the goals and plans, the choice of learning strategies, the self evaluation and reflection, the self-regulation and self monitoring are all higher than those before the training. At the same time, the achievement of geography learning is also higher than that of the control class. Four suggestions are put forward: first, pay attention to individual differences and teach students in accordance with their aptitude. Secondly, to understand the characteristics of students' geographical learning and the status of autonomous learning. Thirdly, strengthen the training of metacognitive strategies for students with learning difficulties. Fourthly, to extend the study time and improve the value of promotion. It provides reference for students to improve their autonomous learning level.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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