高中生学习策略的调查研究

Learning Strategy of Senior Students

目的了解高中生学习策略并分析学习策略在不同维度上的差异。方法从几所高中选取278名高中生作为研究对象,采用《中学生学习策略问卷》作为研究工具进行分析。结果①学习策略发展水平存在显著的年级差异(t=4.064,P<0.01)和性别差异(t=1.975,P<0.05);②女生在复述策略(t=-2.611,P<0.05)和精加工策略(t=-2.362,P<0.05)维度上的得分高于男生,男生在计划策略(t=4.454,P<0.01)、监视策略(t=4.948,P<0.01)、调节策略(t=4.073,P<0.01)3个维度上的得分显著高于女生;③不同类型学校高中生在学习策略水平上存在显著差异(t=5.256,P<0.01)。结论①学生的学习策略并未表现出随年级增长而提高的趋势;②不同性别学生在认知策略和元认知策略水平上存在显著差异;③重点中学学生学习策略的总体水平显著高于普通中学。

Objective To investigate learning strategy of senior students and its differences on nine dimensions.Methods A total of 278 senior students were tested by Chinese Middle School Student Learning Strategies Questionnaire.Results ①The differences of learning strategy in grade（t=4.064,P〈0.01）and gender（t=1.975,P〈0.05）were significant;②Female students had higher grades than male students in rehearsal strategy（t=-2.611,P〈0.05）and elaboration strategy（t=-2.362,P〈0.05）,Male students had higher grades than female students on planning strategy（t=4.454,P〈0.01）,surveillance strategy（t=4.948,P〈0.01）and regulation strategy（t=4.073,P〈0.01）.③The difference of learning strategy in different school type was significant（t=5.256,P〈0.01）.Conclusion ①Learning strategy of senior students have never been showing a improving trend with grade raising ②Students of different gender have significant differences in cognitive strategy and meta-cognitive strategy.③Learning strategy of key middle school students has a higher level than ordinary school.