高中英语阅读高水平者与低水平者元认知策略使用差异的研究
发布时间：2018-10-16 15:11
【摘要】：元认知即是认知的认知,是对认知的自我管理。元认知策略是指计划,管理,监控,评估认知行为的认知活动,这些活动的操作对象是指的其他认知活动而不是具体的认知问题。元认知策略一般指学习者用以计划、管理、监控和评估学习的策略。阅读是独特的认知活动过程,在此过程中,元认知策略起着极其重要的作用。但是在实际的高中英语阅读中,学生的阅读水平参差不齐,不少阅读水平较低的学生很少甚至不会运用元认知策略,造成阅读水平低下。因此本文主要通过调查问卷的定量研究和有声思维的定性研究方法,探究高中英语阅读高低水平者在阅读中元认知策略的使用以及差异情况,并根据研究结果提出改善低水平者阅读水平的方法建议。主要解决以下三个问题:1.高中英语阅读过程中,学生是否涉及到元认知策略的运用?2.高中英语阅读过程中,元认知策略与英语阅读水平是否具有相关性?3.阅读高水平者与阅读低水平者在英语阅读中元认知策略的使用差异(各自运用到哪些元认知策略以及使用频次)?笔者通过对四川省宣汉中学1个班50名学生进行了问卷调查,通过问卷的收集,得到初步数据,并对所得数据进行测量与分析。以及对部分学生(即阅读高低水平者学生)进行有声思维的研究调查,进一步探究了阅读高低水平学生元认知策略使用的差异情况。最终得出结果如下:(1)高中英语阅读过程中,学生都不同程度地涉及了元认知策略的运用,但元认知策略的使用程度总体较低,总策略以及四项分策略的使用程度均属于中低程度,其中监控策略使用程度最高(频率为2.97),计划策略和评价策略属于低程度(频率分别为2.27和2.49,小于2.5)。(2)在阅读水平与元认知策略使用的相关性研究上,元认知策略与英语阅读水平具有一定的相关性,即阅读水平高者元认知策略使用程度高,阅读水平低元认知策略使用程度低,因此表明对高中学生元认知策略意识与策略使用的培养是很有必要的。(3)通过有声思维的定性研究表明,总体上看,高低水平者都涉及了元认知策略运用,但高水平者使用程度高于低水平者,其中在评价策略中,高低水平者使用差异最明显,但在使用该策略时,使用程度都不高,提醒我们需要加强元认知策略特别是评价策略的教学。
[Abstract]:Metacognition is cognitive cognition and self-management of cognition. Metacognitive strategies refer to the cognitive activities of planning, managing, monitoring and evaluating cognitive behaviors, and the objects of these activities are other cognitive activities rather than specific cognitive problems. Metacognitive strategies are commonly used by learners to plan, manage, monitor and evaluate learning strategies. Reading is a unique cognitive process in which metacognitive strategies play an extremely important role. However, in the actual high school English reading, students' reading level is uneven, and many students with low reading level rarely or even can not use metacognitive strategies, resulting in low reading level. Therefore, this paper explores the use and differences of metacognitive strategies in high school English reading by means of the quantitative study of questionnaire and the qualitative study of sound thinking. According to the results of the study, some suggestions on how to improve the reading ability of low-level people are put forward. Mainly solve the following three problems: 1. Are students involved in the use of metacognitive strategies in high school English reading? 2. Is there a correlation between metacognitive strategies and English reading proficiency in senior high school English reading? 3. The differences in the use of metacognitive strategies (which metacognitive strategies and the frequency of use) are used in English reading between the high level and the low level readers? The author conducted a questionnaire survey on 50 students in a class of Xuanhan Middle School in Sichuan Province. Through the collection of the questionnaire, the preliminary data were obtained, and the data were measured and analyzed. And some students (that is, students with high or low reading level) were investigated for the use of metacognitive strategies, and the differences in the use of metacognitive strategies were further explored. The results are as follows: (1) in the process of English reading in senior high school, students are involved in the use of metacognitive strategies to varying degrees, but the use of metacognitive strategies is generally low; The use of the overall strategy and the four sub-strategies were of medium and low levels. Among them, the use of monitoring strategies was the highest (frequency was 2.97), planning strategies and evaluation strategies were low (frequencies were 2.27 and 2.49, respectively, less than 2.5). (2), and the correlation between reading level and metacognitive strategy use was studied. Metacognitive strategies have a certain correlation with English reading proficiency, that is, those with high reading proficiency use higher metacognitive strategies, and those with low reading proficiency use low metacognitive strategies. Therefore, it is necessary to cultivate the awareness and use of metacognitive strategies among senior high school students. (3) the qualitative study of sound thinking shows that, on the whole, the use of metacognitive strategies is involved in both high and low level students. But the use degree of the high level is higher than that of the low level, among them, the difference of the high and low level is the most obvious, but when using the strategy, the degree of use is not high. Remind us of the need to strengthen metacognitive strategies, especially the teaching of evaluation strategies.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2274742
[Abstract]:Metacognition is cognitive cognition and self-management of cognition. Metacognitive strategies refer to the cognitive activities of planning, managing, monitoring and evaluating cognitive behaviors, and the objects of these activities are other cognitive activities rather than specific cognitive problems. Metacognitive strategies are commonly used by learners to plan, manage, monitor and evaluate learning strategies. Reading is a unique cognitive process in which metacognitive strategies play an extremely important role. However, in the actual high school English reading, students' reading level is uneven, and many students with low reading level rarely or even can not use metacognitive strategies, resulting in low reading level. Therefore, this paper explores the use and differences of metacognitive strategies in high school English reading by means of the quantitative study of questionnaire and the qualitative study of sound thinking. According to the results of the study, some suggestions on how to improve the reading ability of low-level people are put forward. Mainly solve the following three problems: 1. Are students involved in the use of metacognitive strategies in high school English reading? 2. Is there a correlation between metacognitive strategies and English reading proficiency in senior high school English reading? 3. The differences in the use of metacognitive strategies (which metacognitive strategies and the frequency of use) are used in English reading between the high level and the low level readers? The author conducted a questionnaire survey on 50 students in a class of Xuanhan Middle School in Sichuan Province. Through the collection of the questionnaire, the preliminary data were obtained, and the data were measured and analyzed. And some students (that is, students with high or low reading level) were investigated for the use of metacognitive strategies, and the differences in the use of metacognitive strategies were further explored. The results are as follows: (1) in the process of English reading in senior high school, students are involved in the use of metacognitive strategies to varying degrees, but the use of metacognitive strategies is generally low; The use of the overall strategy and the four sub-strategies were of medium and low levels. Among them, the use of monitoring strategies was the highest (frequency was 2.97), planning strategies and evaluation strategies were low (frequencies were 2.27 and 2.49, respectively, less than 2.5). (2), and the correlation between reading level and metacognitive strategy use was studied. Metacognitive strategies have a certain correlation with English reading proficiency, that is, those with high reading proficiency use higher metacognitive strategies, and those with low reading proficiency use low metacognitive strategies. Therefore, it is necessary to cultivate the awareness and use of metacognitive strategies among senior high school students. (3) the qualitative study of sound thinking shows that, on the whole, the use of metacognitive strategies is involved in both high and low level students. But the use degree of the high level is higher than that of the low level, among them, the difference of the high and low level is the most obvious, but when using the strategy, the degree of use is not high. Remind us of the need to strengthen metacognitive strategies, especially the teaching of evaluation strategies.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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