基于元认知理论的小教全科生英语阅读活动设计  

A Design of English Reading Activities for Students Majored in Primary School General Subjects Based on Meta-cognition

作　　者：曹建辉[1] 田娅丽[1] CAO Jian-hui;TIAN Ya-li(English Department,College of Nationalities Affiliated to Hebei Normal University,Shijiazhuang,Hebei 050091,China)

机构地区：[1]河北师范大学附属民族学院英语系,河北石家庄050091

出　　处：《教育教学论坛》2023年第19期37-40,共4页Education And Teaching Forum

基　　金：2022年度河北省社会科学发展研究课题“小教全科生英语阅读教学中元认知理论的实践研究”(20220202286)。

摘　　要：英语阅读是英语教学的重点。基于元认知理论设计英语阅读教学读前、读中、读后活动,旨在提高学生的阅读理解水平,提升学生的自主学习能力,同时为河北省农村小学全科教师专业学生(简称“小教全科生”)今后的教学工作提供有价值的引导。介绍阅读的重要性、元认知理论的内涵,以及元认知理论指导下的英语阅读活动设计方案,采用观察法和访谈法等研究工具收集数据,分析学生在阅读活动中的表现,指出元认知理论指导下的英语阅读教学能够激发学生的阅读动机,提升学生的课堂参与度,提高学生的阅读理解能力和自主学习能力。English reading is acritical part in English teaching.Based on the guidance of meta-cognition theory,instructors try to design reading activities in three stages including pre-reading stage,in-reading stage,and post-reading stage,which aims at improving students’reading comprehension level,enhancing students’ability of autonomous learning.Simultaneously,the study aims to provide valuable guidance for the students who will work as a primary school teacher of general subjects in the future in Hebei Province.This paper introduces the importance of reading,meta-cognition theory,and illustrates the design of English reading activities under the guidance of meta-cognition theory.Observation and semi-structured interview are used to collect data.The analysis of students’performance in the three stages reveals that English reading teaching based on meta-cognition can arouse students’reading motivation,improve students’classroom participation,promote students’reading comprehension and autonomous learning ability in English.

关 键 词：元认知理论 小教全科生 英语阅读活动设计 

分 类 号：G642.0[文化科学—高等教育学]