中学生学习策略的结构与使用特点  

A Research on the Structure and Application Characteristics of Learning Strategies in Middle School Students

作　　者：张林[1] 张向葵[2] 

机构地区：[1]宁波大学师范学院 [2]东北师范大学心理学系,长春130024

出　　处：《心理科学》2006年第1期98-102,共5页Journal of Psychological Science

基　　金：全国教育科学"十五"规划项目(DBA010166);宁波市教育科学规划项目

摘　　要：本文采用修订的中学生学习策略量表,系统考察了初一到高三1341名中学生学习策略的使用情况。结果表明:①本次修订的中学生学习策略量表具有良好的信度和效度,划分为认知策略、元认知策略和资源管理策略的结构合理;②中学生在认知策略、元认知策略和资源管理策略的使用上有随年级增长而下降的趋势,在资源管理策略上女生得分明显高于男生;③时间管理策略、努力策略和支持寻求策略对初中生的学习成绩有正向预测作用,调节策略和努力策略对高中生的学习成绩有正向预测作用,而支持寻求策略有负向预测作用。1341 students from grade 1 of junior high school to grade 3 of senior high school were sampled to explore the structure and application characteristics of learning strategies. The following conclusions were drawn： （1）Consistent reliability and predictive validity of the learning strategy scale was good, and the division of structural dimensions including cognitive strategies, meta-cognitive strategies and resource management strategies was rational; （2）Main effects of grades existed in the application of cognitive strategies, meta-cognitive strategies and resource management strategies; and the higher the grade was, the lower the effects; （3）Positive predictive effects were found in time management strategy, hardworking strategy and support-seeking strategy for the performance of the junior high school students, and so were adjustable strategy and hardworking strategy, but the predictive effective of supportseeking strategy was negative.

关 键 词：中学生 学习策略 策略结构 

分 类 号：G442[哲学宗教—心理学]