本文關(guān)鍵詞：元認(rèn)知策略在高中英語詞匯教學(xué)中的應(yīng)用　出處：《山東師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

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【摘要】：詞匯教學(xué)是英語教學(xué)的重要組成部分。過去的三十多年間,關(guān)于英語詞匯學(xué)習(xí)方法及策略的研究有很多,這些研究對英語的教與學(xué)有很大促進作用。而元認(rèn)知概念的提出為英語教學(xué)的研究提供了一個新的視角。元認(rèn)知策略在高中英語詞匯教學(xué)中的運用,有利于提高學(xué)生的學(xué)習(xí)計劃性、自我監(jiān)控能力和自我評價能力,使學(xué)生主動和能動地學(xué)習(xí),保證了學(xué)生在學(xué)習(xí)中的主體地位。國內(nèi)外的一些研究表明,元認(rèn)知和元認(rèn)知策略對提高英語學(xué)習(xí)者的詞匯學(xué)習(xí)水平,促進他們自主學(xué)習(xí)能力的發(fā)展有著積極的作用。 論文引言部分對國內(nèi)目前的英語教學(xué)現(xiàn)狀進行了分析,介紹了本研究的意義,研究的目的和論文的基本框架。本論文分為五章:第一章梳理了國內(nèi)外學(xué)習(xí)策略研究的概況并介紹了元認(rèn)知策略與詞匯相結(jié)合的研究現(xiàn)狀;第二章闡述了元認(rèn)知與元認(rèn)知策略的有關(guān)術(shù)語的界定,并介紹了第二語言學(xué)習(xí)策略訓(xùn)練的三種主要模式,這些都為實驗的開展奠定了理論基礎(chǔ);第三章對高二學(xué)生進行元認(rèn)知策略問卷調(diào)查,主要介紹了調(diào)查的目的、對象、工具、過程,最后對調(diào)查數(shù)據(jù)進行了分析與討論;第四章針對調(diào)查中出現(xiàn)的問題,對高二的學(xué)生進行元認(rèn)知策略實驗,并在實驗前后進行詞匯測試,通過測試成績的前后對比,驗證在高中英語詞匯教學(xué)中進行元認(rèn)知培訓(xùn)的可行性和必要性。該章還介紹了實驗的工具與方法,實驗的步驟,實驗的內(nèi)容,并且在實驗結(jié)束時對實驗班的學(xué)生進行了訪談。第五章提供了實驗的結(jié)果并對其進行了討論,最后對在教學(xué)過程中合理運用詞匯元認(rèn)知策略提出建議。 本研究的主要目的是:1.通過問卷調(diào)查和數(shù)據(jù)分析,了解高中生的詞匯元認(rèn)知策略使用情況及存在的問題。2.元認(rèn)知策略的使用是否與他們的英語詞匯成績成正比。3.對在高中英語詞匯教學(xué)過程中合理地運用元認(rèn)知策略提出建議。 筆者對臨清市一所普通高中高二年級的兩個平行班的123名學(xué)生進行了關(guān)于高中生在英語詞匯學(xué)習(xí)中使用元認(rèn)知策略情況的問卷調(diào)查,問卷中20項元認(rèn)知策略總體得分的平均數(shù)不到3分,說明學(xué)生不能在英語詞匯學(xué)習(xí)中廣泛地使用元認(rèn)知策略,其中監(jiān)控策略的分?jǐn)?shù)最低,說明高中生不能有效地監(jiān)控自己的學(xué)習(xí),不能利用適合自己的學(xué)習(xí)策略有效地學(xué)習(xí),也不能及時、適時地調(diào)整自己的學(xué)習(xí)策略。選擇性注意的分?jǐn)?shù)相對較高,說明學(xué)生能明確哪些是自己需要重點學(xué)習(xí)的詞匯,哪些不是。然后在分析問卷數(shù)據(jù)的基礎(chǔ)上對兩個班進行了10個周的元認(rèn)知策略訓(xùn)練,實驗后對部分學(xué)生進行了訪談。訪談結(jié)果說明,實驗后學(xué)生詞匯學(xué)習(xí)成績提升,英語學(xué)習(xí)的興趣提高。實驗前后對這兩個班進行了詞匯測試,測試結(jié)果表明,元認(rèn)知策略訓(xùn)練能夠改善學(xué)生的詞匯學(xué)習(xí)現(xiàn)狀,提高他們的詞匯學(xué)習(xí)成績。最后,本論文針對實驗過程中出現(xiàn)的具體問題,提出建設(shè)性意見。高中英語教師應(yīng)加強對元認(rèn)知及元認(rèn)知策略的重視,有效地利用課堂教學(xué)提高學(xué)生元認(rèn)知策略運用意識,即詞匯學(xué)習(xí)計劃意識、自我監(jiān)控能力及自我評價能力,使他們主動、能動地學(xué)習(xí),成為自主學(xué)習(xí)的高效管理者。
[Abstract]:Vocabulary teaching is an important part of English teaching. Over the past more than 30 years, there are a lot of research on English vocabulary learning strategies and methods, the research on English teaching and learning have a great role in promoting. And put forward the concept of metacognition research for English teaching provides a new perspective on the use of metacognitive strategies in. English Vocabulary Teaching in senior high school, is conducive to improve the students' ability of learning plan, self-monitoring ability and self evaluation, so that students take the initiative and active learning, to ensure the dominant position of the students in the learning process. Some researches shows that metacognitive and metacognitive strategies to improve English learners' vocabulary learning which plays a positive role in promoting the development of their autonomous learning ability.
The introduction part has carried on the analysis to the present situation of English Teaching in China, introduces the significance of this study, the basic framework of the research purpose and the paper. This paper is divided into five chapters: the first chapter reviews the general situation of research on the learning strategies of domestic and foreign research status and introduces the metacognitive strategies and vocabulary combination; second the chapter describes the definition of meta cognitive terms and metacognitive strategies, and introduces three main modes of second language learning strategy training, which lays a theoretical foundation for the experiment; the third chapter on senior high school students metacognitive strategy questionnaire, mainly introduces the purpose of the investigation object, tool. At the end of the process, the survey data are analyzed and discussed; the fourth chapter in view of the problems arising in the investigation, the metacognitive strategies experiment of senior high school students, and vocabulary test before and after the experiment, through the test Comparing the results before and after the verification of the feasibility and necessity of metacognitive training in English Vocabulary Teaching in senior high school. This chapter also introduces the tools and methods of experiment, experimental procedures, experimental content, and at the end of the experiment the experimental class students were interviewed. The fifth chapter provides the experimental results and the it is discussed, and finally puts forward suggestions on the rational use of metacognitive strategies in the teaching process.
The main purpose of this study is: 1. through questionnaire survey and data analysis, understand the use of metacognitive strategies in senior high school students use the situation and problems of.2. metacognitive strategies and English vocabulary achievement is proportional to their.3. in the process of English Vocabulary Teaching in senior high school and reasonable use of metacognitive strategies are proposed.
123 students in the city of Linqing in a senior middle school grade two classes are conducted a questionnaire survey about the use of metacognitive strategies in English vocabulary learning in senior high school students, the average number of metacognitive strategy questionnaire of 20 overall score less than 3 points, indicating that students can not be widely used metacognitive strategies in English vocabulary learning strategies, which control the lowest score, that cannot effectively monitor their learning of high school students, can not use their own learning strategies for effective learning, can not be timely, timely adjust their own learning strategies. Selective attention scores relatively high, indicating that students can make clear what is the focus of learning vocabulary what you need, not 10. Zhou Deyuan was then the two cognitive strategy training classes based on the analysis of the questionnaire data on the part of the students interviewed The interviews show that students vocabulary learning achievement promotion after the experiment, interest in learning English. Before and after the experiment of the two classes of vocabulary test. The test results show that metacognitive strategy training can improve students' vocabulary learning, improve their vocabulary learning achievement. Finally, this thesis focuses on the specific problems of the experimental process the constructive suggestions are put forward. High school English teachers should strengthen of metacognition and metacognitive strategy emphasis, the effective use of classroom teaching and improving students' metacognitive strategy awareness, namely vocabulary learning plan consciousness, ability of self-monitoring ability and self-evaluation, make them active, active learning, autonomous learning has become an efficient management the.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G633.41

【引證文獻】

相關(guān)碩士學(xué)位論文 前1條

1 唐翠蘭;協(xié)作學(xué)習(xí)在英語詞匯教學(xué)中的應(yīng)用研究[D];華中師范大學(xué);2012年

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本文編號：1432364