锡伯族和汉族高中生在英语阅读中元认知策略使用情况的调查

发布时间：2018-07-07 20:05

本文选题：元认知策略 + 英语阅读　；参考：《伊犁师范学院》2017年硕士论文

【摘要】：20世纪60年代开始,教学研究的重点从“怎样教”转向“怎样学”。如何帮助学生“学会学习”,做学习的主导者成为教育工作者关注的重点。元认知策略是学习策略的重要组成部分,对于指导学生有效阅读具有重要的作用。它主要表现为制定学习计划,监控学习过程,以及对学习结果进行自我评估,与认知策略和情感策略相比,元认知策略属于更高一级的执行技巧。近年来,国内外学者对阅读的研究表明,阅读理解不仅受到词汇、句子或篇章结构的影响,而且与读者原有的知识、语言水平和元认知策略的使用有关。因此,研究元认知策略在英语阅读中的使用,对提高学生的英语阅读效率具有较强的现实意义。本研究基于斯滕伯格(1985)的智力三维理论,皮亚杰(1996)和布鲁纳(1960)的建构主义为元认知策略的理论基础,以奥马力和夏莫特的元认知策略分类(2001:137-138)为框架,参照刘慧君(2004:24-26)设计的问卷,采用定量与定性相结合的方法,以新疆察布查尔县某中学高二年级学生为研究对象,对其在英语阅读中元认知策略的使用情况进行了调查。100名学生(汉族50名,锡伯族50名)参加了问卷调查,同时对其中6名学生进行了访谈。本研究提出了下列三个研究问题:(1)汉族学生在英语阅读中元认知策略的使用现状及具体策略的使用情况。(2)锡伯族学生在英语阅读中元认知策略的使用现状及具体策略的使用情况。(3)锡伯族族和汉族学生在英语阅读中元认知策略的使用上有哪些相同点与不同点。通过SPSS 17.0对数据进行统计和分析得出以下结果:(1)汉族学生在英语阅读过程中使用了元认知策略,元认知策略处于中等水平,使用频率为2.62。并且最常使用的元认知策略依次是选择注意策略、监控策略、评价策略,计划策略。(2)锡伯族学生在阅读过程中使用了元认知策略,元认知策略处于中等水平,使用频率为2.61。并且最常用的元认知策略是选择注意策略,其次是监控策略、评价策略,最后是计划策略。(3)锡伯族和汉族学生的元认知策略的使用情况均处于中等水平,他们的使用频率分别为2.61和2.62。两个民族学生在英语阅读中使用最多的元认知策略是选择注意策略,使用最少的是计划策略。此外,访谈结果表明,教师在日常教学中会经常强调这些元认知策略,所以锡伯族和汉族学生都会有意识的使用它们,使得他们在英语阅读中元认知策略的使用不存在显著性差异。对锡伯族和汉族学生来说,英语是作为一门外语来学习的,他们的英语学习经验是相同的;同时,这两个民族的学生在英语学习的过程中没有自然的语言学习环境,所以他们在相同的班级里学习英语,接收相同老师的指导和培训。
[Abstract]:Since 1960's, the emphasis of teaching research has changed from how to teach to how to learn. How to help students "learn to learn" and become the leader of learning become the focus of attention of educators. Metacognitive strategy is an important part of learning strategy and plays an important role in guiding students to read effectively. Compared with cognitive strategies and affective strategies, metacognitive strategies belong to a higher level of executive skills than cognitive strategies and affective strategies. In recent years, domestic and foreign scholars' researches on reading show that reading comprehension is not only influenced by vocabulary, sentence or text structure, but also by the readers' original knowledge, language proficiency and the use of metacognitive strategies. Therefore, studying the use of metacognitive strategies in English reading is of great practical significance to improve students' reading efficiency. This study is based on Steinberg's three dimensional theory of intelligence (1985), Piaget's constructivism (1996) and Bruner's (1960) constructivism as the theoretical basis of metacognitive strategies. Based on the classification of metacognitive strategies (2001: 137-138), the questionnaire designed by Liu Huijun (2004: 24-26) is taken as a frame. By using the method of quantitative and qualitative analysis, this paper investigated the use of metacognitive strategies in English reading among 50 students (50 Han nationality) in a middle school in Chabuchar County, Xinjiang, and investigated the use of metacognitive strategies in a middle school in Chabuchar County, Xinjiang. Among them, 6 students were interviewed. The present study puts forward the following three research questions: (1) the present situation of the use of metacognitive strategies and the use of specific strategies in English reading by Han Chinese students; (2) the present situation and specific use of metacognitive strategies in English reading by Xibe students. (3) what are the similarities and differences in the use of metacognitive strategies in English reading between Xibe and Han students. The results are as follows: (1) Chinese students use metacognitive strategies in the process of English reading, and metacognitive strategies are at an intermediate level with a frequency of 2.62. And the most commonly used metacognitive strategies are selective attention strategies, monitoring strategies, evaluation strategies, planning strategies. (2) Xibe students use metacognitive strategies in the reading process, metacognitive strategies are at the medium level, the frequency of use is 2.61. And the most commonly used metacognitive strategies are selective attention strategies, followed by monitoring strategies, evaluation strategies, and finally planning strategies. (3) the use of metacognitive strategies of Xibe and Han nationality students is at the middle level. Their frequency of use was 2.61 and 2.62, respectively. The most common metacognitive strategies used by the two ethnic groups in English reading are the selective attention strategies and the least use of the planning strategies. In addition, the interview results show that teachers often emphasize these metacognitive strategies in their daily teaching, so both Xibe and Han students will consciously use them. Therefore, there is no significant difference in the use of metacognitive strategies in English reading. For Xibe and Han students, English is learned as a foreign language, and their English learning experience is the same. At the same time, students of these two nationalities do not have a natural language learning environment in the process of learning English. So they learn English in the same class and receive instruction and training from the same teachers.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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