自主选课环境下元认知策略培训对大学生自主学习能力发展的影响研究  

The Study of the Effect of Metacognitive Instruction on the Autonomous Learning Ability Development of College Students in the Context of Independent English Course Selection

作　　者：董瑜琳[1] 霍东烨 DONG Yulin;HUO Dongye

机构地区：[1]中国农业大学人文与发展学院外语系,北京100083

出　　处：《科教文汇》2020年第33期174-177,共4页Journal of Science and Education

摘　　要：该实验研究以Vandergrift和Goh(2012)总结的元认知策略教学法为指导,利用测试和问卷调查相结合的方式,探讨了元认知策略培训对自主选课环境下不同班层学生自主学习能力发展的影响,策略培训为时14周,所采用的问卷包括Vandergrift等(2006)设计的听力元认知意识问卷(MALQ)和林莉兰(2013)基于三维构念编制的大学生英语自主学习能力量表。研究发现:(1)两个班层培训后元认知策略的使用基本没有变化;(2)初级班自主学习心理、能力和行为三个方面几乎没有改善,但中级班三个方面均有不同程度的提高,学习行为较其他两项变化显著。Guided by the metacognitive instruction summarized by Vandergrift and Goh(2012),this experimental study used a combination of testing and questionnaires to investigate the effect of metacognitive instruction on the autonomous learning ability development of students from two proficiency levels in the context of independent English course selection,and the metacognitive instruction lasted for 14 weeks.The questionnaires used include the Metacognitive Awareness Listening Questionnaire(MALQ)designed by Vandergrift,et al.(2006)and the Autonomous English Learning Scale(AELS)constructed by Lin Lilan(2013)based on a three-dimensional conceptual model.The results showed that:(1)the use of metacognitive strategies by students of both levels experienced little change after the instruction;(2)the students from the upper level demonstrated some enhancement in the three dimensions of self-managing learning ability,psychology of autonomous learning and autonomous learning behavior,particularly in the last aspect.However,the students from the lower level experienced almost no bettering.

关 键 词：元认知策略培训 自主选课 自主学习能力 

分 类 号：H319[语言文字—英语]