發(fā)布時間：2018-05-13 05:19

  本文選題：元認知 + 學習策略��； 參考：《西南石油大學》2013年碩士論文

【摘要】：近年來,關于學習策略運用的研究在教育界受到了廣大學者的關注。大量的研究結果表明元認知策略以及其他學習策略的有效運用,在語言的學習和發(fā)展過程中對學習者元認知水平的提高有著非常重要的作用。研究者認為教師通過課堂教學影響和培養(yǎng)學習者在語言學習過程中自主使用學習策略有利于語言學習。 主要的研究問題為： 1)外語專業(yè)學生在剛進入大學時元認知水平如何?對此課程持什么態(tài)度? 2)通過8周的外語學習策略課程,學生的元認知是否有發(fā)展?在元認知知識和策略使用上有什么具體表現(xiàn)? 3)課程結束后學生的元認知水平如何?對本課程有什么反思? 基于此,本研究用了定性研究方法,歷時地考察外語專業(yè)2011級新生在接受了學習策略課程的過程中,元認知知識和元認知策略的使用變化,并運用了課堂觀察、課后反思作業(yè)和訪談三種研究工具,抽取了3名西南石油大學外語專業(yè)的學生來調查分析其元認知知識和元認知策略使用。 研究結果表明,剛入學時外語專業(yè)3名學生的元認知知識水平不一,元認知策略使用率不高。通過8周的外語學習策略課程,學生的元認知知識和策略使用均有提高。其中,元認知知識在培訓前期提高顯著,后期提高緩慢；元認知策略使用則經整個培訓后才顯著提高；元認知策略提高的難度大于元認知知識。訪談結果顯示,在學習策略培訓后,3位學生的元認知的知識和策略使用都有不同程度的變化,他們對這次外語策略課程的態(tài)度看法各不相同,且同一位學生在課程的不同階段,對此次課程也持有不同的看法。 本研究得出結論：外語專業(yè)學習者通過此次外語學習策略課程的學習在不同程度上提高了元認知水平,另一方面也更加熟練使用學習策略和元認知策略來提高語言學習效率。
[Abstract]:In recent years, the study on the use of learning strategies has attracted the attention of many scholars in the field of education. A large number of results show that the effective use of metacognitive strategies and other learning strategies plays a very important role in the improvement of learners' metacognitive level in the process of language learning and development. The researchers believe that teachers influence and train learners to use learning strategies autonomously in the process of language learning through classroom teaching. The main research issues are: 1) what is the metacognition level of foreign language majors when they enter university? What is your attitude towards this course? 2) does the metacognition of students develop through the 8-week foreign language learning strategy course? What are the specific manifestations of metacognitive knowledge and the use of strategies? 3) what is the metacognition level of the students after the course? What is the reflection on this course? Based on this, a qualitative study was used to investigate the changes of metacognitive knowledge and metacognitive strategies in the process of accepting the course of learning strategies for the freshmen of Grade 2011 of foreign language majors, and the classroom observation was used. Three kinds of research tools including reflective homework and interview were used to investigate and analyze the use of metacognitive knowledge and metacognitive strategies among three students majoring in foreign language at Southwest Petroleum University. The results show that the level of metacognitive knowledge is different and the utilization rate of metacognitive strategies is not high. After 8 weeks of foreign language learning strategy course, students' metacognitive knowledge and strategy use are improved. Among them, metacognitive knowledge improves significantly in the early stage of training, but slowly in the later period; the use of metacognitive strategies is significantly improved after the whole training; the difficulty of improving metacognitive strategies is more difficult than that of metacognitive knowledge. The results showed that the metacognitive knowledge and strategy use of the three students changed in different degrees after learning strategy training. Their attitudes towards the course were different, and the same student was at different stages of the course. There is also a different view of the course. The present study concludes that foreign language learners can improve their metacognitive level in different degrees through the study of foreign language learning strategies. On the other hand, they are more proficient in using learning strategies and metacognitive strategies to improve their language learning efficiency.
【學位授予單位】：西南石油大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H09

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本文編號：1881828