摘要
结合元认知理论与英语阅读教学,采用问卷和访谈法调查了121名大学生英语阅读学习中元认知策略的使用现状.研究发现:大学生元认知策略使用意识总体不强,大学生计划策略意识尤其薄弱;多数学生阅读后不评价或关注自己在阅读上的进展和进步,尤其是女生.研究建议在大学英语阅读教学中,教师应指导学生解读大学英语课程标准,分阶段制定阅读目标和计划;应制定评价表,采用多种方式进行阅读后评价以及举办读书会,交流经验。
Combined theories of metacognitive strategies and teaching of English reading, the article has made a survey on 121 university students' application of metacognitive strategies in English reading by questionnaires and interviews. The survey indicates that the students' overall consciousness of using metacognitive strategies is not strong, particularly the plan strategies consciousness; and that most students pay less attention to their progress after English reading, especially the girls. The research suggests that in the teaching of English reading, teachers should guide students to analyze the standard of College English Course, to understanding reading goals and to make reading plans in stages; make a form of evaluation and use a variety of evaluation ways after reading and hold reading parties for students to exchange experiences and share tips.
出处
《昭通学院学报》
2017年第5期93-97,共5页
Journal of Zhaotong University
基金
2015年云南省高等学校大学外语教改项目"元认知策略培训与大学英语阅读教学的相关性"(云高教[2016]2号)
关键词
元认知策略
英语阅读
大学生
Metaeognitive strategies
English reading
University students