元认知策略培训在江西职业学校语言课堂的运用

论文摘要

近三十年来，元认知占据了教育研究极为重要的一席之地。培养自律，自制，自我监控被视为教育的终极目标。教会学生如何学习也就成为课堂教学中心所在。国内外大量研究表明，元认知策略的培养是促成这一目标的关键。 从上个世纪的八十年代开始，自我监控能力的培养，儿童元认知水平的发展一直被儿童心理研究者所重视，而外语教学界却涉及甚少。本文通过对以往研究的回顾，根据陈述性知识、程序性知识，提出了“三步三段元认知”训练法。经过在江西省新余市职业教育中心一个中专班一年级两学期的实验，初步显示其有效性。 1、实验班的元认知策略知识大大丰富，呈p＜.001显著； 2、实验班学习的计划性、监控性、方法选择、反馈评估自觉性明显提高，呈p＜.001显著； 3、实验班学习成绩有提高，但与平行班相比差别不够显著。 实验同样揭示了元认知策略培养的系统性不够强，难于适应各种认知风格，以及对考试成绩没有明显的直接效应的不足。但为以后的进一步研究提供了可供参照的培养模式和遵循的原则，以及注意事项。

论文目录

• Introduction
• Ⅰ.Ⅰ. Background
• Ⅰ.Ⅱ. Significance of the study
• Ⅰ.Ⅲ. Overview of the paper
• Chapter Ⅰ A Review of Studies in Strategy Training
• 1.1 Strategy training: a facilitator of learner autonomy
• 1.1.1 Strategy training in specific areas
• 1.1.2 Strategy training in language classrooms
• 1.2 Strategy training models
• 1.2.1 The Strategic Teaching Mode （SMT）
• 1.2.2 The Cognitive Academic Language Approach （CALLA）
• 1.2.3 The Reciprocal Teaching Approach （RTA）
• Chapter Ⅱ Behind Metacognitive Strategy Training: A Theoretical Background
• 2.1 Why is MST necessary?
• 2.1.1 Autonomy: the objective of learning and teaching
• 2.1.2 Metacognitive strategies: distinguishing a good learner form a poor learner
• 2.2 Metacognitive strategy instruction
• 2.3 Training: focus on metacognitive strategies
• 2.3.1 What are metacognitive strategies?
• 2.3.2 Factors affecting the use of strategies
• 2.4 Declarative knowledge and procedural knowledge
• 2.4.1 What is declarative knowledge and whatisproce dural knowledge?
• 2.4.2 proceduralization——a three-staged instruction
• 2.4.3 Implication for strategy training
• Chapter Ⅲ Research Design-Design of the Training Program
• 3.1 Subjects
• 3.2 Objective of the study
• 3.3 Procedures of the research
• 3.4 Techniques for data collection
• 3.5 Components of the content of training
• Chapter Ⅳ Implementation of Metacognitive Strategy Training Program
• 4.1 Strategies presented and practiced
• 4.1.1 Strategies trained at the cognitive phase
• 4.1.2 Strategies trained at the metacognitive phase
• 4.2 Implementation
• 4.2.1 Procedures
• 4.2.2 Designing a metacognitive strategy lesson plan
• 4.2.3 Application activities
• 4.2.4 Strategy instruction
• Chapter Ⅴ Data Analysis and Discussions
• 5.1 Analysis of the data collected at the cognitive phase
• 5.2 Analysis of the data collected at the metacognitive phase
• 5.3 How much does MST contribute to students' school records?
• Conclusion
• Limitations of the research
• Bibliography
• Appendix Ⅰ Pre-MST Questionnaire
• Appendix Ⅱ Post-MST Questionnaire