本文選題：閱讀理解　切入點：元理解　出處：《遼寧師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

【摘要】：元理解是元認知相關(guān)研究的重要成果之一,它關(guān)注的是讀者對自身閱讀過程的監(jiān)控和調(diào)節(jié),是一種學(xué)會感判斷(Judgement Of Learning, JOL)。元理解判斷的準確性及其延遲效應(yīng)是目前元理解研究的熱點。 本研究綜合以往研究所取得的理論結(jié)果,并經(jīng)過對研究被試的慎重選擇,嘗試從教育心理學(xué)和認知心理學(xué)的角度出發(fā),將理論研究與實踐應(yīng)用相結(jié)合,對元理解能力、理解評價準確性及其與自我調(diào)節(jié)學(xué)習的關(guān)系進行探索,更加關(guān)注元理解作為一種元認知能力對學(xué)生閱讀和學(xué)習的實踐意義。實驗以小學(xué)五年級學(xué)生為被試,采用元理解研究的經(jīng)典范式——錯誤檢測法和理解評價法,考察小學(xué)五年級學(xué)生閱讀元理解能力及其與閱讀理解成績的關(guān)系；在此基礎(chǔ)上,進一步對元理解過程中的“延遲效應(yīng)”進行了驗證；最后考察了元理解的“延遲效應(yīng)”是否可以通過提高理解評價的準確性來促進學(xué)生進行自我調(diào)節(jié)學(xué)習。 研究結(jié)果如下 1.錯誤檢測范式下發(fā)現(xiàn),五年級學(xué)生的平均錯誤檢出率為32%,這說明五年級學(xué)生整體上已具備一定的閱讀元理解能力,但是元理解能力較低； 2.五年級學(xué)生的閱讀元理解能力與閱讀成績存在顯著的正相關(guān)；這說明五年級學(xué)生的閱讀元理解能力對閱讀成績具有直接的影響力； 3.理解評價范式下發(fā)現(xiàn),小學(xué)五年級學(xué)生已具備一定的元理解能力,但是元理解評價的準確性并不高； 4.五年級學(xué)生在元理解評價過程中存在延遲效應(yīng),即延遲組被試的元理解準確性要高于即時組和無概括組被試； 5.元理解過程中,延遲概括有助于五年級學(xué)生進行更多的自我調(diào)節(jié)學(xué)習。
[Abstract]:Metacognition is one of the important achievements in metacognitive research. It focuses on the readers' monitoring and adjustment of their own reading process. Metacognition is a kind of judgment of judgment of learning, JOL.The accuracy of metacognitive judgment and its delay effect are the focus of metacognition research at present. This study synthesizes the theoretical results obtained in previous studies, and through the careful selection of the subjects, attempts to combine the theoretical research with the practical application from the perspective of educational psychology and cognitive psychology to understand meta-comprehension ability. Understanding the accuracy of evaluation and its relationship with self-regulated learning, and paying more attention to the practical significance of metacognition as a metacognitive ability to students' reading and learning. By using the classic paradigm of meta-understanding, error detection and comprehension evaluation, this paper investigates the relationship between reading metacognition and reading comprehension achievement of students in grade five of primary school. Furthermore, the "delay effect" in the process of metacognition is verified, and finally, whether the "delayed effect" of metacognition can promote students' self-regulated learning by improving the accuracy of understanding and evaluation is investigated. The results are as follows. 1. Under the error detection paradigm, the average error detection rate of the fifth grade students is 32, which shows that the fifth grade students have a certain ability of reading meta-comprehension, but the ability of metacognition is relatively low; 2. There is a significant positive correlation between reading metacognition and reading achievement of the fifth grade students, which indicates that the reading meta-comprehension ability of the fifth grade students has direct influence on the reading achievement. 3. Under the paradigm of understanding evaluation, it is found that the students of grade five in primary school already have certain meta comprehension ability, but the accuracy of metacognitive evaluation is not high; 4. In the process of metacognition evaluation, the fifth grade students have delayed effect, that is, the metacognition accuracy of the delayed group is higher than that of the immediate group and the ungeneralized group; 5. In the process of meta-understanding, delayed generalization helps the fifth graders to learn more self-regulated learning.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G625.5;G444

【參考文獻】

相關(guān)期刊論文 前10條

1 李偉健;學(xué)習困難學(xué)生閱讀理解監(jiān)視的實驗研究[J];心理與行為研究;2004年01期

2 劉新顏;關(guān)善玲;馮本才;范曉紅;郭潔;;語文學(xué)困生與學(xué)優(yōu)生閱讀理解監(jiān)控的發(fā)展研究[J];心理與行為研究;2006年03期

3 李鋒盈;李偉健;;測驗預(yù)測精確性的研究回顧與展望[J];心理研究;2009年03期

4 于鵬,徐富明,焦毓梅;閱讀理解監(jiān)控研究的回顧與展望[J];天津師范大學(xué)學(xué)報(社會科學(xué)版);2004年04期

5 楊雙;劉翔平;張婧喬;張秀;;閱讀理解困難兒童的理解監(jiān)控能力研究[J];心理發(fā)展與教育;2006年03期

6 曹鋒,朱曼殊;兒童閱讀理解監(jiān)察能力的初步研究[J];心理科學(xué)通訊;1989年06期

7 徐富明;白學(xué)軍;沈德立;施建農(nóng);;對閱讀理解監(jiān)控及其發(fā)展的直接測量[J];心理科學(xué);2009年01期

8 陳啟山;;閱讀中的元理解監(jiān)測與元理解調(diào)控[J];心理學(xué)報;2009年08期

9 陳功香,傅小蘭;學(xué)習判斷及其準確性[J];心理科學(xué)進展;2004年02期

10 陳啟山;;元理解監(jiān)控的精確性及其延遲關(guān)鍵詞效應(yīng)[J];心理科學(xué)進展;2007年02期

，

本文編號：1573261