【摘要】：隨著以學(xué)習(xí)者為中心理念的發(fā)展,英語(yǔ)學(xué)習(xí)策略受到了越來(lái)越多的關(guān)注。有效的學(xué)習(xí)策略可以提高學(xué)習(xí)的質(zhì)量和效率,培養(yǎng)學(xué)生的自主學(xué)習(xí)能力,解釋和預(yù)測(cè)學(xué)生的學(xué)習(xí)表現(xiàn)(呂德文,馬瑞雪2007)。作為學(xué)習(xí)策略的重要組成部分,元認(rèn)知策略受到學(xué)者的廣泛關(guān)注。1976年,美國(guó)心理學(xué)家J.H.Flavell首先提出了元認(rèn)知一詞。他認(rèn)為元認(rèn)知是學(xué)習(xí)者關(guān)于自己認(rèn)知過(guò)程,結(jié)果及相關(guān)活動(dòng)的認(rèn)知。自此,越來(lái)越多的學(xué)者開(kāi)始運(yùn)用相關(guān)理論指導(dǎo)外語(yǔ)教學(xué)與研究。國(guó)內(nèi)相關(guān)研究工作自上世紀(jì)90年代起開(kāi)始興起,而元認(rèn)知策略在英語(yǔ)寫作教學(xué)方面的研究較其他領(lǐng)域相對(duì)匱乏,已有研究較少涉及高中英語(yǔ)寫作教學(xué)�；诖�,本文將對(duì)元認(rèn)知策略與高中生英語(yǔ)寫作成績(jī)之間的相關(guān)性進(jìn)行研究。本文主要調(diào)查了黑龍江省牡丹江市第二中學(xué)高二年級(jí)學(xué)生在英語(yǔ)寫作中使用元認(rèn)知策略的情況,以及策略的使用情況與寫作成功者和不成功者等變量之間的關(guān)系。本次調(diào)查對(duì)象具有較強(qiáng)的客觀性及主觀合作意愿,從一定程度上保證了研究的有效度和可信度。此次調(diào)查采用路文軍編制的問(wèn)卷作為調(diào)查牡二中學(xué)生在英語(yǔ)寫作中使用元認(rèn)知策略的工具,以高二上學(xué)期期中考試英語(yǔ)寫作成績(jī)作為衡量學(xué)生寫作水平的標(biāo)準(zhǔn),并輔以訪談等手段進(jìn)行。后將所得數(shù)據(jù)輸入計(jì)算機(jī),用SPSS19.0數(shù)據(jù)分析軟件對(duì)其進(jìn)行處理,利用描述性統(tǒng)計(jì)分析高二學(xué)生在英語(yǔ)寫作中使用元認(rèn)知策略的總體情況,同時(shí)利用T檢驗(yàn)分析高分組和低分組學(xué)生之間在元認(rèn)知策略使用上的不同以驗(yàn)證其是否具有統(tǒng)計(jì)學(xué)意義,最后利用皮爾遜相關(guān)系數(shù)進(jìn)行元認(rèn)知策略與寫作成績(jī)之間相關(guān)關(guān)系的研究。研究結(jié)果表明:牡丹江二中高二學(xué)生英語(yǔ)寫作中元認(rèn)知策略使用頻率處于中級(jí)水平;四類策略分類中,選擇注意策略使用率居于首位,而自我評(píng)價(jià)策略使用率最低。通過(guò)比較高低分組學(xué)生元認(rèn)知策略使用情況得知,高分組學(xué)生元認(rèn)知策略使用平均數(shù)(3.36)高于低分組(2.89),說(shuō)明高分組學(xué)生的策略使用意識(shí)較低分組更為積極,同時(shí)T檢驗(yàn)結(jié)果顯示兩組學(xué)生策略使用上的差異存在統(tǒng)計(jì)學(xué)意義;皮爾遜系數(shù)顯示元認(rèn)知策略在英語(yǔ)寫作中的使用頻率與其英語(yǔ)寫作水平成正相關(guān)的關(guān)系;與其他策略相比較,自我監(jiān)控策略與寫作成績(jī)相關(guān)性最大,即寫作成績(jī)受其影響最大,評(píng)價(jià)策略與其相關(guān)性最小;即研究結(jié)果表明,培養(yǎng)學(xué)生的元認(rèn)知策略意識(shí),尤其是發(fā)揮自我監(jiān)控策略的作用有助于提高學(xué)生的寫作能力。
[Abstract]:With the development of learner-centered concept, English learning strategies have received more and more attention. Effective learning strategies can improve the quality and efficiency of learning, cultivate students' autonomous learning ability, explain and predict students' learning performance (Lu Devon, Ma Ruixue 2007). As an important part of learning strategies, metacognitive strategies have attracted extensive attention of scholars. In 1976, J. H. Flavell, an American psychologist, first proposed the word metacognition. He believes metacognition is learners' cognition about their own cognitive processes, outcomes and related activities. Since then, more and more scholars have begun to use relevant theories to guide foreign language teaching and research. Since the beginning of the 1990s in China, the research on metacognitive strategies in English writing teaching has been relatively scarce, and there has been less research on English writing teaching in senior high schools. Based on this, this paper will study the correlation between metacognitive strategies and high school students' English writing scores. This paper investigates the use of metacognitive strategies in English writing among the sophomores in Mudanjiang No. 2 Middle School in Heilongjiang Province, and the relationship between the use of strategies and variables such as successful and unsuccessful writing. The object of this investigation has strong objectivity and subjective willingness to cooperate, which to some extent ensures the validity and credibility of the research. The questionnaire compiled by Lu Wenjun was used as a tool for the students to use metacognitive strategies in their English writing. The scores of English writing in the second semester of senior middle school were taken as the standard to measure the students' writing level. And with interviews and other means. The data was then input into the computer and processed with SPSS 19.0 data analysis software. The use of descriptive statistics was used to analyze the overall use of metacognitive strategies in senior two students' English writing. At the same time, T-test was used to analyze the differences in the use of metacognitive strategies between the high-score and low-group students to verify whether they had statistical significance. Finally, Pearson correlation coefficient is used to study the correlation between metacognitive strategies and writing achievement. The results show that the use frequency of metacognitive strategies in Mudanjiang Middle School 2 is at the intermediate level, and the utilization rate of selective attention strategies is the first among the four categories of strategies, while the use rate of self-evaluation strategies is the lowest. By comparing the use of metacognitive strategies among high and low group students, it was found that the average of metacognitive strategies used in high score group (3.36) was higher than that in low score group (2.89), which indicated that high score students' awareness of using strategies was more positive than that of low score group. At the same time, the results of T test show that there are significant differences in the use of strategies between the two groups. Pearson coefficient shows that the frequency of using metacognitive strategies in English writing is positively related to their English writing proficiency, and is compared with other strategies. Self-monitoring strategy has the greatest correlation with writing achievement, that is, writing achievement is most affected, evaluation strategy is the least relevant, that is to say, the research results show that students' metacognitive strategy awareness is cultivated. In particular, the role of self-monitoring strategies can help to improve students' writing ability.
【學(xué)位授予單位】：牡丹江師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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