翻转课堂模式下大学英语学生认知策略使用的调查研究

An Investigation on Students' Cognitive Strategies of English Learning under the Flipped Classroom Teaching Model

有效的学习认知策略使学生学习事半功倍,在翻转课堂模式下,外语学习者更需要学习和内化认知策略。本研究结果表明,高分组与低分组在英语成绩前后测上表现出显著性差异,认知策略对学业成绩有提高作用;但两组的认知策略前后测数据对比没显现统计意义上的显著性差异,高分组、低分组的认知策略发展在认知策略五个维度上呈现不同发展趋势和变化。

Effective cognitive strategies, greatly contrihuting to English learners＇ achievements, should he taught and internalized by the learners under the flipped classroom teaching model. The result shows that 1） cognitive strategies promote the two groups＇ English learning achievements, which statistically indicate significance level based on the pre- and post-tests; 2） the data on cognitive strategies from two groups feature distinct development in terms of five dimensions of cognitive strategies, whereas they show no significance level.