本文選題：元認(rèn)知策略 + 中學(xué)生��； 參考：《內(nèi)蒙古師范大學(xué)》2016年碩士論文

【摘要】：學(xué)會(huì)學(xué)習(xí)是提高學(xué)習(xí)成績(jī)、學(xué)習(xí)效率的基礎(chǔ),元認(rèn)知策略是學(xué)生實(shí)現(xiàn)掌握學(xué)會(huì)學(xué)習(xí)技能的關(guān)鍵。元認(rèn)知策略指學(xué)習(xí)者利用所具有的元認(rèn)知知識(shí)去有意識(shí)地控制自己思維和認(rèn)知活動(dòng)。包括對(duì)認(rèn)知活動(dòng)實(shí)施的計(jì)劃、監(jiān)控、反饋和調(diào)節(jié),使學(xué)習(xí)方法和學(xué)習(xí)過程更加合理有效。本研究依據(jù)元認(rèn)知策略的概念與結(jié)構(gòu),以蒙、漢語(yǔ)授課學(xué)校的中學(xué)生為研究對(duì)象,旨在編制出適合測(cè)查少數(shù)民族地區(qū)中學(xué)生元認(rèn)知策略的問卷,并探討蒙語(yǔ)授課和漢語(yǔ)授課中學(xué)生的元認(rèn)知策略使用現(xiàn)狀。本研究文獻(xiàn)查閱、訪談、半開式問卷調(diào)查等基礎(chǔ)上,編制元認(rèn)知策略項(xiàng)目,經(jīng)過專家組多次評(píng)定及修改,形成初測(cè)問卷。在內(nèi)蒙古八個(gè)地區(qū),共收集到有效問卷1245份,使用SPSS19.0和AMOS17.0軟件對(duì)數(shù)據(jù)進(jìn)行描述性統(tǒng)計(jì)、項(xiàng)目分析、探索因素分析、相關(guān)分析、驗(yàn)證因素分析、回歸分析、信效度檢驗(yàn)等分析。最后對(duì)蒙、漢語(yǔ)授課中學(xué)生的元認(rèn)知策略使用情況進(jìn)行探討。得到以下結(jié)論：1.所編制的《中學(xué)生元認(rèn)知策略問卷》包含知識(shí)掌握監(jiān)控調(diào)整、方法使用監(jiān)控調(diào)整、注意力動(dòng)力監(jiān)控調(diào)節(jié)、計(jì)劃性措施四個(gè)維度,18個(gè)題目。問卷采用Likert五點(diǎn)計(jì)分法。問卷的內(nèi)部一致性信度為0.880,分半信度為0.881。2.經(jīng)檢驗(yàn)中學(xué)生元認(rèn)知策略問卷各測(cè)量學(xué)指標(biāo)良好,具有良好的信度和效度。可以作為測(cè)查蒙語(yǔ)授課與漢語(yǔ)授課初中生和高中生元認(rèn)知策略水平的有效工具。3.漢語(yǔ)授課中學(xué)生在元認(rèn)知策略總水平上無(wú)性別差異；在注意力動(dòng)力監(jiān)控調(diào)節(jié)策略上,女生顯著高于男生。初中、高中相鄰年級(jí)間差異不顯著,高一學(xué)生元認(rèn)知策略使用水平高于高三學(xué)生。4.蒙語(yǔ)授課中學(xué)生,女生元認(rèn)知策略使用顯著高于男生,主要表現(xiàn)在知識(shí)掌握監(jiān)控調(diào)整、注意力動(dòng)力監(jiān)控調(diào)節(jié)、計(jì)劃性措施三個(gè)方面。七年級(jí)學(xué)生的元認(rèn)知策略使用顯著高于八年級(jí)；高中相鄰年級(jí)差異不顯著；高一年級(jí)學(xué)生元認(rèn)知策略使用顯著高于高三年級(jí)。
[Abstract]:Learning to learn is the basis of improving academic achievement and learning efficiency. Metacognitive strategy is the key to master learning skills. Metacognitive strategies refer to learners who use their metacognitive knowledge to consciously control their own thinking and cognitive activities. Including the implementation of cognitive activities, monitoring, feedback and adjustment to make learning methods and learning process more reasonable and effective. Based on the concept and structure of metacognitive strategies, this study aimed to compile a questionnaire for middle school students in Mongolian and Chinese teaching schools to investigate the metacognitive strategies of middle school students in minority areas. And to explore the use of metacognitive strategies in Mongolian and Chinese teaching. On the basis of literature review, interview and semi-open questionnaire, the project of metacognitive strategy was compiled, which was evaluated and revised many times by expert group to form the preliminary questionnaire. A total of 1245 valid questionnaires were collected in eight regions of Inner Mongolia. Descriptive statistics, item analysis, exploratory factor analysis, correlation analysis, validation factor analysis, regression analysis, reliability and validity test were used to analyze the data using SPSS19.0 and AMOS17.0 software. Finally, the use of metacognitive strategies in Mongolian and Chinese teaching students is discussed. Get the following conclusion: 1. The Metacognitive Strategy questionnaire for Middle School students consists of four dimensions, 18 topics, including the adjustment of knowledge mastery, the adjustment of using monitoring, the adjustment of attention dynamic monitoring, and the regulation of planned measures. Likert five-point scoring method was used in the questionnaire. The internal consistency reliability and split-half reliability of the questionnaire were 0.880 and 0.881.2 respectively. The metacognitive strategy questionnaire has good reliability and validity. It can be used as an effective tool to test the metacognitive strategy level of junior high school students and senior high school students in Mongolian language teaching and Chinese teaching. There was no gender difference in metacognitive strategies in Chinese teaching students, and girls were significantly higher than boys in monitoring and regulating strategies of attention dynamics. There was no significant difference between the adjacent grades in junior middle school and senior high school, and the level of metacognitive strategies used by senior one students was higher than that of senior three students. 4. The use of metacognitive strategies of female students in Mongolian teaching was significantly higher than that of boys, mainly in the following three aspects: the adjustment of knowledge mastery, the regulation of attention dynamics, and the planning measures. The use of metacognitive strategies in grade 7 was significantly higher than that in grade 8; there was no significant difference between the adjacent grades in senior high school; the use of metacognitive strategies in grade 1 was significantly higher than that in grade 3.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：B842.1
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本文編號(hào)：1880546