元认知策略训练对学生策略意识和阅读理解水平影响的实验研究

Empirical Study on the Effects of Metacognitive Strategy Training on Students' Metacognitive Strategy Awareness and Reading Comprehension Proficiency

在正常教学过程中进行的一项关于元认知策略训练的实验研究。在对相关文献考察的基础上,认为元认知策略就是认知主体在进行认知活动的全过程中,对自己认知活动的积极的自觉的计划、监控和评估,元认知策略分为阅读前的计划策略、阅读中的监控策略和阅读后的评价策略。然后以平顶山学院英语专业三年级162名大学生为实验对象,经过一个学期的训练实验,得出结论:1、元认知策略训练可以显著提高学生的阅读策略意识。2、元认知策略训练可以显著提高学生的阅读理解水平。此结论与大多数学者的结论一致,表明策略训练应该成为课堂教学的一项内容,贯穿到日常教学中来。

This is an empirical study on metacognitive strategy carried out during normal teaching process. After reviewing relevant literature, the author defines metacognitive strategies as： the. cognitive subject＇s planning , monitoring and evaluating on cognitive process throughout the whole cognitive process. The meta-cognitive strategy included the following sub-strategies： planning strategy, monitoring strategy and evaluating strategy. Then the author takes 140 English majors of Pingdingshan University as the experiment samples, after one semester of experiment, the author gets the following conclusion： 1. Reading strategy＇ training could significantly improve students＇ reading strategy awareness; 2. Reading strategy training could significantly improve students＇ reading comprehension proficiency. The conclusion is in agreement with other scholars＇ conclusion, which proves that strategies training should be one important content of teaching, and should be included in normal teaching.