元认知与高职学生汉语阅读能力提升实证研究

Empirical Research on Improvement Strategy of Reading Ability of Higher Vocational College Students under Metacognitive Theory

元认知理论及策略研究长期以来一直是教育心理学领域关注的核心问题,但主要关注点是提高英语阅读水平,通过对高职学校学生语文课程汉语阅读理解部分高成绩与低成绩两组进行实证对比研究,发现两者之间存在显著性差异,汉语阅读成绩低的学生在策略知识、阅读思维方法、阅读行为监控方面存在明显欠缺,证实了元认知策略有效使用不仅与英语阅读理解呈正相关,与汉语阅读理解能力也呈正相关,进而提出高职学生提高元认知策略的对策建议。

The metacognition theory and strategy research is the core concerns in the field of Educational Psychology for a long time. The main concern is to improve English reading ability. Through the empirical and comparative research on gifted and poor students in Chinese reading ability of higher vocational college students, it is found that there is a significant difference between them. The poor students in Chinese reading ability is significantly lack of strategy cognition, reading thinking method and reading behavior monitoring, which proved that the utilization of metacognition strategy is positive to not only English reading ability but also Chinese reading ability. Based on the results above, strategies is put forward to improve metacognition of higher vocational school students.