元认知与探究社区模型的关系——基于大学英语混合教学实践  

The Relationship Between Metacognition and Community of Inquiry Model:Based on College English Blended Teaching Practice

作　　者：何亚芸[1] 黄妍妍[1] HE Yayun;HUANG Yanyan(Faculty of Foreign Languages(ASEAN International Faculty),Kunming Metallurgy College,Kunming 650033,China)

机构地区：[1]昆明冶金高等专科学校外语学院(东盟国际学院),云南昆明650033

出　　处：《昆明冶金高等专科学校学报》2023年第1期78-86,共9页Journal of Kunming Metallurgy College

摘　　要：作为对主体认知加工的监控及管理,元认知是语言学习中的核心要素。以312名大学生为研究对象,采用因素分析法获得了大学英语混合协作学习模式下的元认知结构,并通过结构方程模型检验了元认知与探究性学习社区在线临场感之间的关系。结果表明:1)元认知由自我调节、共同调节组成;2)教学临场感能够预测认知临场感;3)自我调节、共同调节和社会临场感在教学临场感和认知临场感的关系中发挥多重中介作用。基于以上研究结果,提出大学英语探究学习社区的建立和维护应注重教学临场感的关键作用,调动学习者的元认知并充分发挥社会临 场感对语言交互环境的积极影响。As the ability to monitor and control one s cognitive processing,metacognition is fundamental to language learning.To explore the structure of metacognition and its relationships with online presence in college English learning community of inquiry,312 freshmen were measured with scales.The results showed that:1)Metacognition was composed of self-regulation and co-regulation;2)Teaching presence can predict cognitive presence;3)Self-regulation,co-regulation and social presence served to mediate the effects of teaching presence and cognitive presence.The research suggested that,in order to build and develop the blended college English learning community of inquiry,attention should be given to the key role of teaching presence,learners metacognition should be brought into full play and social presence s positive effects on interactive language learning environment should be enhanced.

关 键 词：探究社区理论 在线临场感 元认知 

分 类 号：H319[语言文字—英语]