元认知策略在高中英语阅读教学中的应用实验研究

发布时间：2018-11-04 21:26

【摘要】：阅读是学习者获取知识和信息的最主要的途径之一,因此,在语言学习的四项基本技能--听说读写中阅读理解占有十分重要的地位。《高中英语新课程标准》也提出培养学生“用英语获取和处理信息的能力”是高中英语教学着重培养的能力之一。学习语言的最好的方式是投入到这种语言环境中,而中国语言学习者没有英语的语言环境,因此,怎样才能在中文的语言环境下有效地提高学生的英语阅读能力是教学研究者和英语教学实践者们一直研究的课题之一。令人遗憾的是,虽然阅读理解越来越受到教师和学生的重视,但阅读始终是学习和教授的最薄弱环节。,阅读教学中高投入,低产出的问题使得很多人都感到困惑。在笔者看来,导致这种难解局面的原因有很多,而最重要的一个原因就是传统的教学方式只重视教师的主体地位而忽视了学生的重要作用。老师经常花费大量时间去翻译整篇文章,导致学生只是懂了文章的意思而并没有学会学习方法。所以以后在遇到较难的文章时,他们还是不会做。经过仔细研究和实验,笔者发现元认知策略的使用是影响学生英语阅读效果的重要因素之一。因此,笔者认为,要提高学生阅读能力必须对学生进行有效的元认知策略培训。本论文将主要关注元认知策略在高中阅读中的具体应用并试图将元认知策略放在日常教学中对学生进行培训。论文试图回答以下两个问题:第一,高中生进行元认知策略培训能否提高学生的元认知策略意识?第二,元认知策略的培训是否能提高高中生英语阅读的有效性?本次实验的主体是任丘一中高一年级的学生。本论文采用了实验法、问卷调查法,以及课堂案例教学法。本研究将持续一学年,收集数据后,将利用SPSS18.0软件进行数据分析及结果统计。在此之后,我们能得出以上问题的答案。研究结果表明:在对学生进行了为期大约一学年的元认知策略培训之后,学生的元认知策略意识和阅读理解的能力都得到了提高。因此在英语阅读教学中进行元认知策略的培训是非常必要的。它帮助学生对自己的阅读进行有效的计划、监控、调节和评价,引导他们进行自主性阅读。更重要的是,一旦学生掌握了元认知策略,他们将成为英语学习的真正主人,获益终生。
[Abstract]:Reading is one of the most important ways for learners to acquire knowledge and information. In the four basic skills of language learning, reading and understanding plays an important role in listening, speaking, reading and writing. The New Curriculum Standard for Senior High School English also puts forward that it is high school English to cultivate students' ability to acquire and process information in English. Language teaching focuses on one of the ability to cultivate. The best way to learn a language is to invest in it, and Chinese language learners don't have an English language environment, so, How to effectively improve students' English reading ability in the Chinese language environment is one of the topics that teaching researchers and English teaching practitioners have been studying. Unfortunately, although reading comprehension is paid more and more attention by teachers and students, reading is always the weakest link in learning and teaching. Many people are puzzled by the problem of high input and low output in reading teaching. In my opinion, there are many reasons for this difficult situation, and one of the most important reasons is that the traditional teaching method only attaches importance to the main position of teachers and neglects the important role of students. The teacher often spends a lot of time translating the whole article, causing the student to understand the meaning of the article and not learn how to learn. So they won't do it in the future when they encounter more difficult articles. After careful study and experiments, the author finds that the use of metacognitive strategies is one of the most important factors affecting students' English reading effect. Therefore, the author thinks that to improve students' reading ability, they must be trained in metacognitive strategies. This thesis will focus on the application of metacognitive strategies in high school reading and try to train students with metacognitive strategies in daily teaching. The thesis tries to answer the following two questions: first, can high school students' metacognitive strategy training improve their metacognitive strategy awareness? Second, can the training of metacognitive strategies improve the effectiveness of senior high school students' English reading? The main body of this experiment is Renqiu a senior high school students. This thesis adopts experimental method, questionnaire method, and classroom case teaching method. This study will last for one year. After collecting data, SPSS18.0 software will be used for data analysis and statistical results. After that, we can come up with the answer to the above question. The results show that the metacognitive strategy awareness and the ability of reading comprehension are improved after the students are trained in metacognitive strategies for about one year. Therefore, it is necessary to train metacognitive strategies in English reading teaching. It helps students to effectively plan, monitor, regulate and evaluate their reading, and guide them to read autonomously. More importantly, once students master metacognitive strategies, they will become the real masters of English learning and gain a lifetime.
【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】：G633.41

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