译林版《牛津高中英语》必修教材中学习策略的研究  

A Study on Learning Strategies in Compulsory Modules of Advance with English (Yilin Version)

作　　者：陈丽媛[1] 祝艺玮 Chen Liyuan;Zhu Yiwei(College of Teacher Education,East China Normal University,Shanghai 200000,China)

机构地区：[1]华东师范大学教师教育学院,上海200000

出　　处：《基础教育外语教学研究》2019年第4期11-18,共8页Foreign Language Teaching & Research in Basic Education

摘　　要：本研究基于《普通高中英语课程标准(2017年版)》对译林版《牛津高中英语》必修教材中的学习策略进行研究,运用语料库检索统计法和文本分析法,调查该教材是否覆盖课程标准提出的元认知策略、认知策略、交际策略和情感策略的各项具体要求及四种学习策略的占比情况,探寻教材中元认知策略与其他学习策略的关系,分析教材中各学习策略子条目的掌握水平。研究发现,目标教材大致覆盖课程标准提出的学习策略具体内容要求,但认知策略占比较大,交际策略占比极小。教材对元认知策略部分条目及交际策略的忽视,启发教师使用渗透式教学法,将学习策略的教学融入各种教学活动中,以强化学生掌握水平。This study does research on the learning strategies in Advance with English (Yilin Version) based on the Senior High School English Curriculum Standards 2017. It applies corpus retrieval statistical method and text analysis method to investigate whether the target textbooks cover the specific content requirements of the four strategies-meta-cognitive strategy, cognitive strategy, communicative strategy and emotional strategy-proposed by the curriculum standards as well as the proportion of these four learning strategies. What’s more, it explores the relationship between the meta-cognitive strategy and the other three learning strategies embodied in the target textbooks and analyzes the mastery level of each learning strategy sub-items presented in the textbooks. Eventually, the research finds that the target textbooks covers most requirements in the curriculum standards, however, with cognitive strategies accounting the most and communicative ones the least. The fact that textbooks ignore some sub-items of the meta-cognitive strategy and communicative strategy enlightens teachers to engage the instruction of learning strategies into different teaching activities.

关 键 词：课程标准 英语教材 学习策略 

分 类 号：G633.41[文化科学—教育学]