元认知策略培训对初中英语阅读教学的影响研究

发布时间：2024-02-24 17:00

　　众所周知,阅读在我们的日常生活中起到了非常有意义的作用。它帮我们获取到各类信息,并学会各种知识与技能。所以帮助初中生提高英语阅读技能是很有必要的,以此不仅能达到《新课程标准》的要求也能满足社会需要。虽然英语阅读教学受到教师和学生越来越多的重视,但是并没有得到预期的效果。而导致这种状况出现的原因之一与此阶段的学生不知道如何正确地使用英语阅读策略有关。自从Flavell(1979)提出元认知的概念,这一概念及相关理论得到了众多研究者的进一步完善。与此同时,元认知策略培训在英语阅读教学上的研究得到了更多研究人员的关注。来自国内外的大量的研究表明,在英语阅读教学中,元认知策略培训有着积极的推动作用。国内的有关研究,选择的研究对象大部分是大学生与高中生;而国外选取的研究对象则把英语作为母语学习。本研究选取初中生为研究对象,并从阅读兴趣与阅读成绩两方面来分析元认知策略培训对初中生英语阅读教学的影响。此研究以建构主义与信息处理理论为基础试图探求以下问题:1)元认知策略培训对初中生英语阅读兴趣有何影响?2)元认知策略培训对初中生英语阅读成绩有何影响?本研究选取湖南省益阳市某中学的两个九年级平行班的88...

【文章页数】：133 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 Previous Research of English Reading Teaching in Junior High Schools
        1.1.1 Previous Research of Reading Strategies in English Teaching in Junior High Schools
        1.1.2 Previous Research of Reading Interest in English Reading Teaching in Junior High Schools
        1.1.3 Previous Research of Reading Abilities in English Reading Teaching in Junior High Schools
    1.2 Previous Research of Meta-cognitive Strategy Training
        1.2.1 Definition and Classification of Meta-cognitive Strategy
        1.2.2 Instruction of Meta-cognitive Strategy Training
        1.2.3 Application of Meta-cognitive Strategy and its Training in Teaching
Chapter Two Theoretical Foundation
    2.1 Constructivism
    2.2 Information Processing Theory
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Participants
        3.1.3 Instruments
    3.2 Research Procedures
        3.2.1 Data Collection
        3.2.2 Data Analysis
Chapter Four Results and Discussion
    4.1 The Effect of Meta-cognitive Strategy Training on Students’English Reading Interest
        4.1.1 Comparison of the Pre-questionnaire English Reading Interest between EC and CC
        4.1.2 Comparison of Post-questionnaire English Reading Interest between EC and CC
        4.1.3 Comparison between Pre-questionnaire and Post-questionnaire English Reading Interest in EC
        4.1.4 The Correlation between English Reading Interest and the Meta-cognitive Strategy Use in EC
    4.2 The Effect of Meta-cognitive strategy Training on Students’English Reading Scores
        4.2.1 Comparison of the Pre-test English Reading Scores between EC andCC
        4.2.2 Comparison of the Post-test English Reading Scores between EC and CC
        4.2.3 Comparison of English Reading Scores between Pre-test and Post-test in EC
        4.2.4 The Correlation between English Reading Scores and Meta-cognitive Strategy Use in EC
Conclusion
References
Appendix Ⅰ Pre-questionnaire& Post-questionnaire on Meta-cognitive Strategy Use
Appendix Ⅱ Pre-questionnaire& Post-questionnaire on English Reading Interest
Appendix Ⅲ Pre-reading Test
Appendix Ⅳ Post-reading Test
Appendix Ⅴ The result of Questionnaires and Tests
Acknowledgements



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