元认知在大学英语阅读教学中的应用研究——基于教师与学生的对比研究  

On Application of Metacognition in College English Reading——Comparative Study on Teachers and Students

作　　者：杨晓燕[1] YANG Xiao-yan(Henan Polytechnic University, Jiaozuo 454000, Chin)

机构地区：[1]河南理工大学,河南焦作454000

出　　处：《长江工程职业技术学院学报》2017年第1期66-69,共4页Journal of Changjiang Institute of Technology

基　　金：河南省软科学研究计划项目(编号132400410333)部分研究成果

摘　　要：以当代认知心理学家Flavell的元认知知识理论为框架,运用定量与定性研究方法,通过对教师在英语阅读教学中与学生在英语阅读中对元认知的认识水平及使用元认知策略情况的调查研究,得出以下结论:1学生在英语阅读中对元认知认识的总体水平偏低。英语教师对元认知理论了解极少,在阅读教学中使用元认知策略的意识也较低。2教师与学生使用元认知策略最多的是选择注意类,而计划和评价类策略的使用频率最少。3在对元认知的认识和策略使用方面教师与学生存在着一定差异。By adopting both quantitative and qualitative research methodology,the study,in accordance with Flavell＇s theory of metacognitve knowledge,intends to investigate the college teachers＇ and students＇ metacognitve knowledge and the use of metacognitve strategy in their teaching and practicing English reading.Results of the study indicate that the level of both the students＇ and their teachers＇ metacognitve knowledge is very low;both use selecting attention category most frequently while the planning and evaluating categories are the least used strategies.The results also reveal there are some discrepancies between the students and their teachers in use of metacognition in English reading.

关 键 词：元认知 元认知策略 大学英语阅读教学 对比研究 

分 类 号：H319.3[语言文字—英语]