本文關(guān)鍵詞： 元認(rèn)知 網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí) 路徑分析 結(jié)構(gòu)方程模型　出處：《東北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：在“互聯(lián)網(wǎng)+教育”的社會(huì)環(huán)境中,互聯(lián)網(wǎng)正深刻地改變著教育的面貌,使其呈現(xiàn)出數(shù)字化、網(wǎng)絡(luò)化和智能化等特征。這表明學(xué)習(xí)已打破校園的限制,不必局限于課堂和書本,網(wǎng)絡(luò)學(xué)習(xí)已發(fā)展成為一種與傳統(tǒng)學(xué)習(xí)并駕齊驅(qū)的獲取知識(shí)的形式。學(xué)習(xí)者不僅享受著網(wǎng)絡(luò)給學(xué)習(xí)帶來的便利性、豐富性與可能性,還要面對(duì)各種隨之出現(xiàn)的難題。因此,要想在網(wǎng)絡(luò)環(huán)境中更好的達(dá)到最初設(shè)定的目標(biāo)需要學(xué)習(xí)者進(jìn)行自我調(diào)節(jié)學(xué)習(xí)。在網(wǎng)絡(luò)環(huán)境中學(xué)習(xí),學(xué)習(xí)者在對(duì)學(xué)習(xí)資源進(jìn)行感知、理解、記憶、加工、存儲(chǔ)等認(rèn)知過程中,還要實(shí)時(shí)調(diào)整自己的行為表現(xiàn),這些正是個(gè)體開展元認(rèn)知的體現(xiàn)。通過對(duì)文獻(xiàn)搜集整理和分析,我們得知有關(guān)元認(rèn)知和自我調(diào)節(jié)學(xué)習(xí)各自的探究數(shù)量龐大,專家學(xué)者普遍認(rèn)可元認(rèn)知作為自我調(diào)節(jié)學(xué)習(xí)核心要素的理論觀點(diǎn)。那么研究元認(rèn)知各維度與網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)的關(guān)系就十分重要。為探察大學(xué)生元認(rèn)知內(nèi)部結(jié)構(gòu)對(duì)網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)具體作用形式,本研究在對(duì)已有文獻(xiàn)分析的基礎(chǔ)上結(jié)合元認(rèn)知理論與自我調(diào)節(jié)學(xué)習(xí)理論,修訂了大學(xué)生元認(rèn)知問卷和網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)問卷。在相關(guān)分析和理論基礎(chǔ)上構(gòu)建出大學(xué)生元認(rèn)知與網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)假設(shè)模型,并利用SPSS和AMOS軟件對(duì)其進(jìn)行檢測(cè)和修正,得到合理的大學(xué)生元認(rèn)知與網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)的結(jié)構(gòu)方程模型。以此為基礎(chǔ)厘清元認(rèn)知的知識(shí)、體驗(yàn)和監(jiān)控對(duì)網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)的作用效力。本研究通過對(duì)大學(xué)生問卷調(diào)查所得數(shù)據(jù)進(jìn)行各類統(tǒng)計(jì)分析建構(gòu)模型,得到的研究結(jié)論顯示:1.元認(rèn)知三要素與網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)間表現(xiàn)為極其明顯的正向相關(guān)關(guān)系,但對(duì)其影響效果并不等同。2.元認(rèn)知三要素之間相通相生,但對(duì)網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)并非都發(fā)揮直接作用效力。3.元認(rèn)知監(jiān)控對(duì)網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)起最主要的影響作用,而元認(rèn)知的體驗(yàn)和知識(shí)愈豐滿,那么元認(rèn)知監(jiān)控技能就會(huì)愈強(qiáng)。這表明在網(wǎng)絡(luò)學(xué)習(xí)環(huán)境下元認(rèn)知監(jiān)控能力是元認(rèn)知技能的核心機(jī)制。4.元認(rèn)知知識(shí)雖然對(duì)網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)的直接效力不明顯,但它可以借助元認(rèn)知體驗(yàn)和監(jiān)控對(duì)其激發(fā)間接效力,其總效果僅次于元認(rèn)知監(jiān)控,是進(jìn)行元認(rèn)知監(jiān)控的有力保障,應(yīng)注重元認(rèn)知知識(shí)的積累。文章最后從元認(rèn)知的知識(shí)、體驗(yàn)和監(jiān)控三方面從學(xué)生、教師、網(wǎng)絡(luò)平臺(tái)三個(gè)視角分別提出一些教育建議,期望改善大學(xué)生元認(rèn)知水平,進(jìn)而影響網(wǎng)絡(luò)自我調(diào)節(jié)學(xué)習(xí)的效果激發(fā)滿意的網(wǎng)絡(luò)學(xué)習(xí)。
[Abstract]:In the social environment of "Internet Education", the Internet is profoundly changing the face of education, making it appear digitalized, networked and intelligent. This shows that learning has broken the limits of the campus and does not have to be confined to the classroom and books. E-learning has developed into a form of acquiring knowledge in parallel with traditional learning. Learners not only enjoy the convenience, richness and possibility brought about by the network, but also face all kinds of concomitant problems. In order to better achieve the initial goals in the network environment, learners need to self-adjust learning. In the network environment, learners are learning in the cognitive process of perception, understanding, memory, processing and storage of learning resources. We also need to adjust our behavior in real time, which is the embodiment of individual metacognition. Through the collection and analysis of the literature, we know that there are a lot of explorations about metacognition and self-regulation learning. Experts and scholars generally agree that metacognition is the core element of self-regulated learning. Therefore, it is very important to study the relationship between metacognition dimensions and network self-regulated learning. For the specific forms of network self-regulation learning, This study combines metacognitive theory with self-regulated learning theory on the basis of the analysis of existing literature. The metacognition questionnaire and the online self-regulation learning questionnaire are revised. Based on the relevant analysis and theory, the hypothetical model of college students' metacognition and network self-regulation learning is constructed, and the model is tested and modified by SPSS and AMOS software. A reasonable structural equation model of metacognition and network self-regulation learning for college students is obtained, and the knowledge of metacognition is clarified on the basis of this model. The effect of experience and monitoring on self-regulated learning on the Internet. This study conducted various statistical analysis and construction model on the data obtained from the questionnaire survey of college students. The results of the study show that the three elements of metacognition and self-regulated learning on the network show an extremely obvious positive correlation, but the effect on the three elements is not equal to that of .2.The three elements of metacognition are interlinked. Metacognition monitoring plays the most important role in the self-regulation learning of network, and the experience and knowledge of metacognition are more abundant. This indicates that metacognitive monitoring ability is the core mechanism of metacognitive skills in the web-based learning environment. Although the direct effect of metacognitive knowledge on self-regulating learning on the Internet is not obvious, the metacognitive knowledge is the core mechanism of metacognitive skills. However, it can stimulate its indirect effect by means of metacognitive experience and monitoring, and its overall effect is second only to metacognitive monitoring. It is a powerful guarantee for metacognitive monitoring and should pay attention to the accumulation of metacognitive knowledge. In order to improve the level of metacognition of college students and influence the effect of self-regulated learning on the Internet, the author puts forward some educational suggestions from the perspectives of students, teachers and network platform.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G642;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 馬杰;趙蔚;張潔;趙艷;;基于學(xué)習(xí)分析技術(shù)的預(yù)測(cè)模型構(gòu)建與實(shí)證研究[J];現(xiàn)代教育技術(shù);2014年11期

2 趙艷;趙蔚;姜強(qiáng);;基于學(xué)習(xí)分析技術(shù)的中小學(xué)教師遠(yuǎn)程培訓(xùn)效果影響因素實(shí)證研究[J];中國電化教育;2014年09期

3 劉萍;;“三位一體”教學(xué)模式下網(wǎng)絡(luò)自主學(xué)習(xí)能力培養(yǎng)的有效性研究[J];電化教育研究;2013年08期

4 張同柏;;計(jì)算機(jī)環(huán)境下自我調(diào)節(jié)學(xué)習(xí)的影響因素及優(yōu)化策略[J];外國教育研究;2013年05期

5 詹澤慧;;遠(yuǎn)程學(xué)習(xí)者的元認(rèn)知作用機(jī)制研究[J];中國電化教育;2011年05期

6 林君芬;;網(wǎng)絡(luò)課堂環(huán)境下的差異教學(xué)模式與策略研究[J];電化教育研究;2010年05期

7 羅麗芳;王海蘭;;中學(xué)生成就動(dòng)機(jī)的特點(diǎn)與培養(yǎng)對(duì)策[J];福建師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2010年01期

8 徐娟;劉儒德;;計(jì)算機(jī)環(huán)境下的自我調(diào)節(jié)學(xué)習(xí)研究[J];中國電化教育;2009年04期

9 王正聰;丁新;;網(wǎng)絡(luò)環(huán)境中學(xué)習(xí)者自我調(diào)節(jié)學(xué)習(xí)能力培養(yǎng)研究[J];中國遠(yuǎn)程教育;2008年02期

10 黎堅(jiān);張厚粲;;認(rèn)知操作背景下在線元認(rèn)知調(diào)節(jié)能力的特征[J];心理學(xué)報(bào);2006年03期

相關(guān)博士學(xué)位論文 前3條

1 孔博鑒;自我調(diào)節(jié)學(xué)習(xí)中元認(rèn)知對(duì)認(rèn)知學(xué)習(xí)策略的影響[D];東北師范大學(xué);2015年

2 王婷婷;自我調(diào)節(jié)學(xué)習(xí)過程中的動(dòng)機(jī)研究[D];華東師范大學(xué);2008年

3 方平;初中生自我調(diào)節(jié)學(xué)習(xí)發(fā)展特征及相關(guān)因素的研究[D];首都師范大學(xué);2003年

相關(guān)碩士學(xué)位論文 前10條

1 張勝男;研究生網(wǎng)絡(luò)自主學(xué)習(xí)元認(rèn)知能力水平的現(xiàn)狀調(diào)查與分析[D];山東師范大學(xué);2015年

2 萬睿;任務(wù)設(shè)計(jì)對(duì)自我調(diào)節(jié)學(xué)習(xí)的影響研究[D];遼寧師范大學(xué);2014年

3 盧春曉;學(xué)習(xí)時(shí)間、先前知識(shí)對(duì)超媒體環(huán)境下自我調(diào)節(jié)學(xué)習(xí)的影響[D];華中師范大學(xué);2014年

4 徐海珠;元認(rèn)知策略訓(xùn)練與高中生英語自主學(xué)習(xí)能力的培養(yǎng)[D];山東師范大學(xué);2013年

5 萬達(dá);碩士研究生網(wǎng)絡(luò)自主學(xué)習(xí)影響因素探究[D];南京郵電大學(xué);2013年

6 丁向東;元認(rèn)知策略與大學(xué)生英語自主學(xué)習(xí)能力相關(guān)性研究[D];西北農(nóng)林科技大學(xué);2012年

7 祁瑩瑩;物理專業(yè)大學(xué)生元認(rèn)知能力、學(xué)習(xí)自我效能感及其關(guān)系研究[D];重慶師范大學(xué);2012年

8 孟北社;網(wǎng)絡(luò)多媒體環(huán)境下的自我調(diào)節(jié)英語學(xué)習(xí)研究[D];西北農(nóng)林科技大學(xué);2011年

9 李成新;大學(xué)生網(wǎng)絡(luò)自主學(xué)習(xí)的調(diào)查研究[D];山東師范大學(xué);2009年

10 楊德超;基于網(wǎng)絡(luò)自主學(xué)習(xí)的元認(rèn)知能力提高探究[D];山東師范大學(xué);2009年

，

本文編號(hào)：1514101