發(fā)布時(shí)間：2018-05-23 16:51

  本文選題：大中學(xué)生 + 元認(rèn)知監(jiān)控��； 參考：《蘇州大學(xué)》2014年碩士論文

【摘要】：元認(rèn)知是對(duì)認(rèn)知的認(rèn)知，具體地說，是關(guān)于個(gè)人自己對(duì)自身認(rèn)知過程的認(rèn)識(shí)和調(diào)節(jié)的能力，包括對(duì)思維和學(xué)習(xí)活動(dòng)的認(rèn)識(shí)和控制。自從Flavell1976年提出元認(rèn)知的概念以來，元認(rèn)知就一直是研究和探討的熱點(diǎn)，關(guān)于元認(rèn)知的理論更是層出不窮，尤其是在外語界，元認(rèn)知理論得到了進(jìn)一步的發(fā)展，研究外語學(xué)習(xí)過程中的元認(rèn)知加工過程的研究成果也較為豐富。 國內(nèi)外語界20世紀(jì)90年代以后才開始對(duì)元認(rèn)知進(jìn)行探討和研究，雖然取得了一定的成果，但是有很大的不足，總體上國內(nèi)對(duì)元認(rèn)知策略的研究普遍使用問卷調(diào)查，使用實(shí)驗(yàn)研究方法的比較少，尤其缺乏對(duì)英語學(xué)習(xí)過程中元認(rèn)知監(jiān)控水平進(jìn)行實(shí)驗(yàn)研究。 基于上述原因，本研究采用實(shí)驗(yàn)控制的研究方法，以英語單詞作為研究材料，以大、中學(xué)生作為研究對(duì)象，探究學(xué)習(xí)者在不同策略選擇階段元認(rèn)知監(jiān)控的特點(diǎn)。具體研究內(nèi)容如下： 研究一主要探討大學(xué)生英語學(xué)習(xí)過程中元認(rèn)知策略使用的特點(diǎn)，由四個(gè)實(shí)驗(yàn)組成，分別考察了大學(xué)生在自選策略、迫選復(fù)習(xí)策略、迫選檢測策略和迫選停止學(xué)習(xí)策略四種情況下元認(rèn)知監(jiān)控的特點(diǎn)。 研究二研究不同英語水平被試元認(rèn)知策略的使用情況和學(xué)習(xí)效果及特點(diǎn)，由兩個(gè)實(shí)驗(yàn)組成，分別考察和比較了英語學(xué)習(xí)能力高分組被試和英語學(xué)習(xí)能力低分組被試在自選策略及迫選檢測策略階段元認(rèn)知監(jiān)控的差異。 研究三進(jìn)一步研究大中學(xué)生元認(rèn)知策略使用的發(fā)展性比較研究，由兩個(gè)實(shí)驗(yàn)組成，分別考察和比較了大學(xué)生被試和中學(xué)生被試在自選策略及迫選檢測策略階段元認(rèn)知監(jiān)控的差異。 研究結(jié)果發(fā)現(xiàn)： （1）在策略的自由選擇階段，學(xué)習(xí)者更加傾向于選擇停止學(xué)習(xí)進(jìn)入下一階段，迫切的進(jìn)行新知識(shí)的學(xué)習(xí)，而這樣的學(xué)習(xí)效果反而會(huì)很差； （2）在強(qiáng)迫選擇策略階段，迫選的自我檢測策略的學(xué)習(xí)效果要明顯好于使用復(fù)習(xí)策略的效果，更優(yōu)于“停止學(xué)習(xí)”的策略；學(xué)習(xí)完成后不對(duì)剛剛學(xué)過的內(nèi)容進(jìn)行加工處理就去學(xué)習(xí)新任務(wù)的學(xué)習(xí)效果是最差的；而學(xué)習(xí)者在策略自主選擇的“停止學(xué)習(xí)”的學(xué)習(xí)效果好于“迫選停止”的學(xué)習(xí)效果，但是明顯的比迫選檢測策略和復(fù)習(xí)策略的學(xué)習(xí)效果差。這表明同樣的學(xué)習(xí)策略，自主選擇優(yōu)于強(qiáng)迫選擇，加工程度高的策略（自我檢測）優(yōu)于加工程度淺的策略（復(fù)習(xí)策略），繼續(xù)加工的策略優(yōu)于不加工策略。 （3）不同英語水平學(xué)習(xí)者在策略的自由選擇階段對(duì)策略的選擇沒有差異，無論是英語學(xué)習(xí)能力高分組還是英語學(xué)習(xí)能力低分組在策略的自由選擇階段都傾向于選擇停止學(xué)習(xí)進(jìn)入下一個(gè)階段，極少部分人會(huì)選擇復(fù)習(xí)策略，幾乎很少有人會(huì)選擇檢測策略。表明無論高水平學(xué)習(xí)者還是低水平學(xué)習(xí)者策略的選擇水平都還應(yīng)當(dāng)提高。 （4）在被迫選擇檢測策略的情況下，，無論是英語學(xué)習(xí)高分組還是低分組，檢測策略都是比較高效的學(xué)習(xí)策略，它對(duì)記憶的促進(jìn)效果比較好。應(yīng)作為學(xué)習(xí)者學(xué)習(xí)單詞的常用策略。 （5）不同年齡組被試（大學(xué)組和中學(xué)組）在策略的自由選擇階段對(duì)策略的選擇沒有差異，無論是大學(xué)英語學(xué)習(xí)組還是中學(xué)英語學(xué)習(xí)組在策略的自由選擇階段都傾向于選擇停止學(xué)習(xí)進(jìn)入下一個(gè)階段，少部分人會(huì)選擇復(fù)習(xí)策略，幾乎很少有人會(huì)選擇高效的檢測策略。這就表明無論大學(xué)生還是中學(xué)生策略的選擇水平均有待提高。
[Abstract]:Metacognition is the cognition of cognition, specifically, the ability to recognize and regulate the individual's own cognitive process, including the understanding and control of thinking and learning activities. Since the concept of metacognition in Flavell1976, metacognition has been a hot spot of research and exploration. The theory of Guan Yuyuan's cognition is more than one. Poor, especially in the foreign language circle, metacognitive theory has been further developed, and the research results of metacognitive processing in the process of foreign language learning are also rich.
The domestic foreign language community began to explore and study metacognition since 1990s. Although some achievements have been achieved, there is a great shortage. In general, the study of metacognitive strategies in China generally uses questionnaire survey, and the use of experimental research methods is less, especially the lack of metacognition monitoring level in the process of English learning. Carry out experimental research.
Based on the above reasons, this study adopts the research method of experimental control, taking English words as research materials, and taking big and high school students as research objects to explore the characteristics of metacognitive monitoring in different strategy selection stages. The specific content is as follows:
This paper mainly discusses the characteristics of the use of metacognitive strategies in college students' English learning process. It consists of four experiments. The characteristics of the metacognitive monitoring under the four circumstances of the self-election strategy, the compelled review strategy, the forced election strategy and the forced election stop learning strategy are investigated.
The study two studied the use of metacognitive strategies in different English proficiency subjects and their learning effects and characteristics. The study was made up of two experiments. The differences in metacognitive monitoring were examined and compared between the high English learning ability group subjects and the low English learning ability group.
Study three further studies the developmental comparative study of the use of metacognitive strategies for secondary and middle school students. The study consists of two experiments, and the differences in metacognitive monitoring between College Students' subjects and middle school students at the stage of self selection and forced election strategies are examined and compared respectively.
The results of the study are as follows:
(1) in the stage of free choice of the strategy, the learner is more inclined to choose to stop learning to enter the next stage and to study new knowledge urgently, but the effect of this kind of learning will be very poor.
(2) in the stage of compulsive choice, the learning effect of the forced self detection strategy is better than the effect of using the review strategy. It is better than the "stop learning" strategy. The learning effect of the new task is the worst when the learning is completed and the new task is not processed. And the learner is independent of the strategy. The effect of "stop learning" is better than the effect of "forced election stop", but it is obvious that the learning effect is worse than that of forced selection detection strategy and review strategy. This shows that the same learning strategy, independent selection is better than forced choice, and the strategy of high processing degree is superior to the strategy of shallow processing (review strategy). The strategy of processing is better than the non processing strategy.
(3) there is no difference in the choice of strategies in the free choice stage of different English proficiency learners. Both the high English learning ability group or the low English learning ability group tend to choose the stop learning to enter the next stage in the free choice stage. Few people will choose the review strategy, almost few people. The selection strategy will show that both high level learners and low level learners should improve their choice of strategies.
(4) under the circumstances of being forced to choose the detection strategy, whether the English learning group or the low group, the detection strategy is a more efficient learning strategy. It has a better effect on the memory. It should be used as a common strategy for learners to learn words.
(5) there is no difference in the choice of strategies at the stage of free choice between the different age groups (University group and middle school group). Both the College English learning group and the middle school English learning group tend to choose to stop learning to enter the next stage in the free choice stage of the strategy. Few people will choose the review strategy, and few people will have a few people. We will choose an effective testing strategy, which indicates that the level of strategy choice is high for both college students and middle school students.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842

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