认知策略实践于大学英语教学研究  

Study on the Effects of Cognitive Strategy in College English Teaching

作　　者：龙献平[1] 黄光大[1] 

机构地区：[1]东莞理工学院外语系,广东东莞523808

出　　处：《东莞理工学院学报》2006年第5期62-64,共3页Journal of Dongguan University of Technology

摘　　要：在大学英语教学中提出认知策略理念,报道在大学英语教学中进行的以朗读、背诵等为影响因子的认知策略实验结果,运用数理统计理论对该两个影响因子在英语学习中的作用进行科学论证．认知策略可明显提高学生学习英语的兴趣和自信心,实验班与对照班的平均成绩具有统计学上的明显差异．此外,从教育心理学视角进一步认识、挖掘朗读与背诵对英语学习的作用和意义,提倡在积极认知论指导下为学生提供实用上口、易于理解的入门阶段教材,主张在指导学生英语学习过程中开发智商与开发情商并举。An experiment of applying cognitive strategy to college English teaching and its statistical results are reported in this paper. Cognitive strategy mainly includes reading aloud and memorizing comprehensible sentences. The results show that cognitive strategy has positive effects on enhancing learner＇s learning interest and self-confidence. The experimental group has achieved a higher mean score than the control group, with the difference having a statistical significance. This article also discusses the importance of reading aloud and memorizing in English leaning in the perspective of Educational Psychology, advocating that language learning contents must, above all, be easily comprehensible and practical for the students to pick up mentally and college teachers must improve students＇ emotional quotient（EQ） as well as intelligent quotient（IQ）.

关 键 词：认知策略 大学英语教学法 教育心理学 

分 类 号：H319.3[语言文字—英语]