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  本文關鍵詞：元認知策略在高中英語寫作教學中的應用研究　出處：《渤海大學》2014年碩士論文　論文類型：學位論文

  更多相關文章： 元認知策略 英語寫作教學 元認知策略意識 英語寫作成績

【摘要】：在外語教學中，教師的任務是引導學生成為獨立自主、學習高效的外語學習者，因而培養(yǎng)學生的自主學習能力顯得格外重要。這意味著學生需要掌握自主學習所必須的學習策略。在所有的學習策略中，元認知策略占有重要的地位。而對高中學生來說，在英語學習過程中，寫作是必須掌握的一項非常重要的語言技能。寫作可以全面反映學生對英語的掌握程度。但不容樂觀的是，對于高中學生來說，英語寫作一直是相對薄弱的環(huán)節(jié)。因此，如何提高學生的寫作能力成了高中英語教學中關鍵的問題之一。 元認知這一術語在19世紀70年代由美國心理學家Flavell提出，從此元認知理論受到了廣大研究者和學者的青睞。元認知理論由兩部分組成，即元認知知識和元認知策略。后者是本研究的重點。在過去20多年間，國內(nèi)外研究者和學者對元認知策略的研究日益增多，但與其他學習策略相比，此研究仍處于起步階段。因此，本文旨在研究元認知策略培訓對英語寫作教學的影響，，探討元認知策略應用到高中英語寫作教學的可行性和有效性。 根據(jù)O’MalleyChamot (1990),元認知策略包括計劃策略、監(jiān)控策略和評估策略。作者基于此分類設計出一套把元認知策略應用到高中寫作教學中的培訓方案，并旨在回答如下兩個研究問題：第一，元認知策略寫作教學能否提高學生的元認知策略意識。第二，元認知策略寫作教學能否提高學生的寫作成績。 實驗對象是來自盤錦市高級中學的兩個平行班的高一學生。其中，實驗班為47人，控制班為48人。實驗歷時12周，實驗班采用元認知策略訓練的寫作教學模式，控制班采用傳統(tǒng)的寫作教學模式。通過對有效數(shù)據(jù)的收集和分析，實驗班訓練前后的問卷平均值分別為2.4897和3.5574。此結果表明：元認知策略寫作教學后實驗班學生在計劃寫作、監(jiān)控寫作和評價寫作方面的元認知策略意識明顯增強。實驗班的前后測英語寫作平均成績分別是16.8298和18.5745。此結果表明：相比傳統(tǒng)寫作教學而言，元認知策略寫作教學顯著地提高了學生的寫作成績。而控制班的前后測英語寫作平均成績分別是16.25和17.08。故不能否認的是，經(jīng)過相同時長的傳統(tǒng)寫作教學，控制班的寫作成績在一定程度上也有所提高。 本研究的實驗結果對當前的寫作教學，特別是高中英語寫作教學，具有一定的理論意義和現(xiàn)實意義。同時指出了其研究局限性，并對進一步的研究提出了建議。 最后期望本研究的成果能為高中英語教師提供一些英語寫作教學的可行性借鑒，從而有效地提高學生的寫作成績。
[Abstract]:In foreign language teaching, the teacher's task is to guide students to become independent and efficient foreign language learners. Therefore, it is very important to cultivate students' autonomous learning ability, which means that students need to master the learning strategies necessary for autonomous learning. Metacognitive strategies play an important role in English learning for senior high school students. Writing is a very important language skill that must be mastered. Writing can fully reflect the students' mastery of English. However, it is not optimistic for senior high school students. English writing has always been a relatively weak link. Therefore, how to improve students' writing ability has become one of the key problems in high school English teaching. The term metacognition was proposed by American psychologist Flavell in 1870s. Since then, metacognitive theory has been favored by researchers and scholars. Metacognition theory consists of two parts. Metacognitive knowledge and metacognitive strategies, the latter is the focus of this study. In the past 20 years, more and more researchers and scholars at home and abroad have studied metacognitive strategies, but compared with other learning strategies. This study is still in its infancy. Therefore, this paper aims to study the impact of metacognitive strategy training on English writing teaching, and to explore the feasibility and effectiveness of applying metacognitive strategies to English writing teaching in senior high schools. According to O'Malley Chamot 1990, metacognitive strategies include planning strategies. Based on this classification, the author designs a set of training programs to apply metacognitive strategies to high school writing teaching, and aims to answer the following two research questions: first. Whether metacognitive strategy writing teaching can improve students' metacognitive strategy consciousness. Second, whether metacognitive strategy writing teaching can improve students' writing achievement. The subjects were the first year students from two parallel classes in Panjin Senior Middle School. Among them, 47 were in the experimental class and 48 in the control class. The experiment lasted for 12 weeks. The experimental class adopts the writing teaching mode of metacognitive strategy training and the control class adopts the traditional writing teaching mode. The average of the questionnaire before and after training was 2.4897 and 3.5574 respectively. The results showed that the students in the experimental class were planning writing after the metacognitive strategy writing teaching. The awareness of metacognitive strategies in monitoring writing and evaluating writing was significantly enhanced. The average scores of pre-and post-test English writing in the experimental class were 16.8298 and 18.5745, respectively. The results showed that:. Compared with the traditional writing teaching. The teaching of metacognitive strategy writing has significantly improved the students' writing scores, while the average scores in the control class are 16.25 and 17.08, respectively. After the same time and long traditional writing teaching, the writing achievement of the control class has been improved to some extent. The experimental results of this study are of theoretical and practical significance to the current writing teaching, especially in senior high school English writing teaching. At the same time, the limitations of the research are pointed out. Suggestions for further study are put forward. Finally, it is hoped that the results of this study can provide some practical reference for senior English teachers in English writing teaching, so as to effectively improve students' writing performance.
【學位授予單位】：渤海大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G633.41

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