高中英语学优生与学困生元认知阅读策略行动研究

发布时间：2024-03-22 19:05

　　在第二语言以及外语学习中,阅读是一个复杂的互动过程。缺乏有效阅读所必需的具体策略,学生很难理解以及构建意义。《普通高中英语课程标准(实验)》(教育部,2003)对高中生学习策略的应用提出了明确的要求。然而,目前高中英语阅读策略培训相关研究不多,特别是阅读能力困难的学习者更少受到关注。因此,本行动研究以高中阶段的英语阅读学优生和学困生为研究对象,调查研究了这两个学习者群体的元认知策略意识和策略实际使用情况,探讨了对学困生进行元认知策略训练的有效性。1.高中生元认知阅读策略使用的总体情况如何?2.学优生和学困生在元认知阅读策略的使用情况有何明显差异?3.学优生和学困生两个学习群体元认知策略培训效果如何?研究对象为渤海大学附中高二年级12班57名学生,包括11名学优生和10名学困生。在16周的行动研究期内,进行了阅读水平测试和元认知阅读策略问卷调查,并借助SPSS进行定量分析。同时,行动研究设计了元认知策略训练以指导学生的阅读过程。除此之外,访谈以及口头报告为定性分析提供可靠数据。研究结果如下:首先,实验对象总体元认知策略的使用处于中等水平。学优生与学困生元认知策略的使用上存在明显差异,与前...

【文章页数】：86 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research significance and purpose
    1.3 Layout of the thesis
Chapter Two Literature review
    2.1 Metacognitive theories
        2.1.1 Metacognitive concept
        2.1.2 Elements of metacognition
    2.2 Metacognitive strategies and reading
        2.2.1 Definition of reading
        2.2.2 Reading strategies of skillful and struggling learners
        2.2.3 Metacognitive reading strategies’ classification
        2.2.4 Metacognitive strategy training model
    2.3 Relevant studies on metacognitive reading strategies
        2.3.1 The previous studies on metacognitive reading strategies abroad
        2.3.2 The previous researches on metacognitive reading strategies at home
    2.4 Summary
Chapter Three Research methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research methods
    3.4 Research instruments
        3.4.1 Questionnaire
        3.4.2 Reading test
        3.4.3 SPSS
        3.4.4 Interview and verbal reports
    3.5 Research procedures
        3.5.1 Preliminary activity
        3.5.2 Metacognitive strategy training program
        3.5.3 Observe the current practice and the results
        3.5.4 Reflection
    3.6 Data collection
    3.7 Summary
Chapter Four Results and analysis of the data
    4.1 Data analysis and discussion of research question one
        4.1.1 Data analysis and discussion of the overall metacognitive reading strategy application
        4.1.2 Data analysis and discussion of the individual metacognitive reading strategy application
    4.2 Data analysis and discussion of research question two
        4.2.1 Data analysis and discussion of Pre-QI of the differences in using metacognitive reading strategies between skillful and struggling learners
        4.2.2 Data analysis and discussion of QII of the differences in reading-related information between skillful and struggling learners
    4.3 Data analysis and discussion of research question three
        4.3.1 Data analysis and discussion of the reading tests
        4.3.2 Data analysis and discussion of the Pre-QI and Post-QI
        4.3.3 Data analysis and discussion of the interviews and verbal reports
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions
Bibliography
Appendix Ⅰ Questionnaire on the students’ metacognitive reading strategies (Chinese version)
Appendix II Students’ Reading-related Background Questionnaire (Chinese version)
Appendix III Pre-test
Appendix IV Post-test
Appendix V Interview and Verbal Reports
Appendix VI Reading Strategy Training Program
Acknowledgements
The list of the research papers published by the author



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