城乡初中生学习策略差异与学习成绩关系的研究——以云南省城乡两所中学为例

Study on the Relationship between Learning Strategies and Learning Achievement between Urban and Rural Junior High School Students: Taking Two Middle Schools in Urban and Rural Areas of Yunnan Province as an Example

本文通过对城乡初中生进行调查,比较他们在学习策略方面的差异,探究提高初中生学习成绩的策略。结果表明:城市初中生在认知策略、资源管理策略上的得分要显著高于农村初中生的得分。城市初中生学习策略四个维度得分与学习成绩均呈正相关;农村初中生学习策略除元认知策略外,其余三个维度得分与学习成绩均呈正相关;城乡初中生学习策略总体使用上,认知策略和资源管理策略存在性别差异,在元认知策略和动机态度策略上存在显著性差异;城市初中生元认知策略和动机态度策略与学习成绩的密切程度要高于农村初中生。

Based on an investigation on urban and rural middle school students, their differences in learning strategies are com- pared,and the strategies of improving their learning achievement are explored. The resuhs show that the score of urban junior high school students in cognitive strategies and resource management strategies is significantly higher than that of rural junior high school students. Urban junior high school students＇ scores of learning strategies in four dimensions is positively correlated with their learning achievement; except metacognitive strategies, the scores of rural junior high school students in the other three di- mensions are positively correlated with their learning achieve- ment; generally in the use of learning strategies among urban and rural junior high school students, there are gender differences in cognitive strategies and resource management strategies, and there are significant differences in metacognitive strategies and motivation strategies; urban junior high school students＇ metacognitive strategies and motivation strategies and their learning achievement are more closely related with each otherthan those of rural junior high school students.