元认知学习策略和高中英语阅读成绩的相关性研究
发布时间：2023-04-14 21:28
根据教育部颁布的《全日制普通高中英语新课程标准》的要求:“高中英语课程的总目标是培养学生的综合语言运用能力。其中语言技能是语言运用能力的重要组成部分,学生要在发展听说读写的基本技能基础上,侧重阅读能力和元认知策略的培养,并使学生获得一定的自学能力。”但笔者在实际教学中发现,绝大多数高中生都存在很大的阅读障碍,元认知策略的使用更是寥寥无几。然而,按照新课标的要求,学生要学会运用元认知策略来调整学习过程或学习结果。因此,对高中英语学习者进行元认知策略的训练成为当务之急。本研究在参考大量国内外有关元认知策略和阅读教学的文献基础上,采用定量及定性的研究方法,以辽宁省营口市开发区熊岳高中高一年级四个班160名学生为研究对象,通过英语阅读测试、调查问卷、访谈等形式,对阅读中元认知策略的使用情况进行调查,使用SPSS 21.0对统计数据进行分析处理,并对以下三个问题进行探究:第一,在阅读过程中,学生经常采用哪种元认知策略?第二,男生和女生在元认知策略的使用上存在什么差异?第三,在经过元认知策略的培训后,学生的阅读成绩有何变化?这种变化与元认知策略的使用有多大相关性?研究结果显示:大多数英语学习者更倾...
【文章页数】：55 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the research
1.2 Purpose of the research
1.3 Significance of the research
1.4 Overview of the research
Chapter 2 Literature Review
2.1 Meta-cognitive strategies
2.1.1 Meta-cognition
2.1.2 Definition and classification of meta-cognitive strategies
2.2 Theoretical basis of meta-cognitive strategies
2.2.1 Sternberg triarchic theory of intelligence
2.2.2 The input hypothesis
2.3 Researches on meta-cognitive strategies abroad and at home
2.3.1 Readers in using meta-cognitive strategies abroad
2.3.2 Studies of meta-cognitive strategies training in reading at home
2.4 Summary
Chapter 3 Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Tests
3.3.3 Interview
3.4 Data collection and analysis
Chapter 4 Results and Discussion
4.1 Findings related to meta-cognitive strategies
4.1.1 Overall situation of using meta-cognitive strategies
4.1.2 Overall situation of using meta-cognitive strategies between the fourclasses
4.1.3 Gender difference in using meta-cognitive strategies
4.2 Findings related to reading comprehension achievements
4.3 Correlation between using meta-cognitive strategies and English readingachievements
4.4 Overall conditions of learner and teachers' views on meta-cognitive strategiesand reading achievements
Chapter 5 Conclusion
5.1 Major findings
5.2 Implications
5.3 Limitations and suggestions for further study
References
Appendix A Test
Appendix B Questionnaire
Appendix C Interview
Acknowledgements
本文编号：3790840
【文章页数】：55 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the research
1.2 Purpose of the research
1.3 Significance of the research
1.4 Overview of the research
Chapter 2 Literature Review
2.1 Meta-cognitive strategies
2.1.1 Meta-cognition
2.1.2 Definition and classification of meta-cognitive strategies
2.2 Theoretical basis of meta-cognitive strategies
2.2.1 Sternberg triarchic theory of intelligence
2.2.2 The input hypothesis
2.3 Researches on meta-cognitive strategies abroad and at home
2.3.1 Readers in using meta-cognitive strategies abroad
2.3.2 Studies of meta-cognitive strategies training in reading at home
2.4 Summary
Chapter 3 Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Tests
3.3.3 Interview
3.4 Data collection and analysis
Chapter 4 Results and Discussion
4.1 Findings related to meta-cognitive strategies
4.1.1 Overall situation of using meta-cognitive strategies
4.1.2 Overall situation of using meta-cognitive strategies between the fourclasses
4.1.3 Gender difference in using meta-cognitive strategies
4.2 Findings related to reading comprehension achievements
4.3 Correlation between using meta-cognitive strategies and English readingachievements
4.4 Overall conditions of learner and teachers' views on meta-cognitive strategiesand reading achievements
Chapter 5 Conclusion
5.1 Major findings
5.2 Implications
5.3 Limitations and suggestions for further study
References
Appendix A Test
Appendix B Questionnaire
Appendix C Interview
Acknowledgements
本文编号：3790840
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