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元认知策略培训对提高初中听力学困生能力的有效性研究

发布时间:2018-10-23 12:22
【摘要】:本文试图从元认知策略的角度出发,通过元认知策略在初中英语听力课堂中的应用,以初中听力学困生为研究对象,来探讨通过元认知策略的学习,初中生英语听力学困生的听力理解水平能否提高这一问题。本文重点探讨下面的两个问题:(1)听力学困生在培训实验后,元认知策略的使用意识是否有提高?(2)在初中英语听力理解教学中,对学生进行元认知策略培训,是否有助于提高听力学困生学生的听力成绩?本文以湖北省武汉市青山区第八中学初二(2)班和初二(5)班里部分学生共计46名听力学困生为研究对象,进行了为期一个学期的听力元认知策略培训,指导学生从三个阶段,听前阶段、听中阶段和听后阶段这三个阶段,在听前阶段做好自己的学习计划,或者说是准备工作;在听中阶段,学生监控自己的学习过程;在听后阶段评估自己的听力学习情况。本文给出了一个应用元认知听力策略的课堂教学实验的案例。本文作者分析试验前、后,学生的元认知策略的问卷调查结果,发现实验后,对元认知策略的运用熟练程度,学生普遍有了提高。作者收集学生的前后测的听力成绩,使用SPSS17.0统计软件,并且采用独立样本T检验,还有配对样本T检验来处理所得原始数据。经过将元认知策略运用于听力课堂后,实验学生的后测听力成绩明显提高。研究发现,1)实验前,听力成绩较差的学生对听力学习策略了解的很少,偶尔使用。2)短期的策略培训能有效促进听力学困生元认知及听力策略使用,对他们听力成绩的提高也能产生较为明显的效果。研究结果对中学英语听力教学有一定的启示:1)教师在初中英语听力教学中对学生融入元认知策略的指导,有助于初中生在英语学习过程中学习自己制定学习计划:自己监控自己的学习过程:在学习过程结束后,自己评估自己的学习效果,能及时发现问题和解决出现的问题;2)在具体的教学活动中,教师向学生渗透元认知意识,同时还要有意识地培养学生元认知策略的使用能力,来加速学生的内化和自动化的过程,帮助学生真正地提高英语听力水平。
[Abstract]:From the perspective of metacognitive strategies, this paper attempts to explore the learning of metacognitive strategies through the application of metacognitive strategies in junior middle school English listening classes. Whether the junior high school students can improve their listening comprehension level. This paper focuses on the following two questions: (1) does the awareness of using metacognitive strategies improve after the training experiment? (2) in the teaching of English listening comprehension in junior high school, the students are trained in metacognitive strategies. Will it help improve the listening performance of students with listening difficulties? In this paper, a total of 46 students with listening difficulties in Grade 2 (2) and Grade 2 (5) of Grade 8 Middle School in Qingshan District, Hubei Province, have been trained in listening metacognitive strategies for one semester to guide students in three stages. In the prehearing stage, the middle listening stage and the post-listening stage, the students should make their own study plan or preparatory work in the pre-listening stage, while in the listening stage, the students will monitor their own learning process. Assess your listening learning at the post-listening stage. This paper presents a case study of classroom teaching with metacognitive listening strategies. The author analyzes the questionnaire results of students' metacognitive strategies before and after the experiment, and finds that the students' proficiency in the use of metacognitive strategies has generally improved after the experiment. The author collected the listening scores of the students before and after the test, used the SPSS17.0 statistical software, and used the independent sample T test and the matched sample T test to process the original data. After applying metacognitive strategies to listening class, the post-test listening scores of experimental students improved significantly. The results showed that: 1) before the experiment, the students with poor listening performance knew little about listening learning strategies, and used them occasionally. 2) Short-term strategy training could effectively promote the students' metacognition and listening strategy use. The improvement of their listening performance can also have a more obvious effect. The results of the study have some implications for middle school English listening teaching: 1) the teachers' guidance to students' metacognitive strategies in junior middle school English listening teaching; It is helpful for junior high school students to make their own learning plan in the process of learning English: to monitor their learning process; to evaluate their learning effect after the end of the learning process, and to find problems and solve problems in time; 2) in specific teaching activities, teachers infiltrate metacognitive consciousness into students, and at the same time, they must consciously cultivate students' ability to use metacognitive strategies to accelerate the process of internalization and automation of students. Help students really improve their listening ability.
【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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