元认知教学对学生学业表现的影响研究——基于20年实验研究和准实验研究的元分析  

The Effects of Metacognitive Teaching on Student Academic Performance:A Meta-analysis of Experimental or Quasi-experimental Studies in Past 20 Years

作　　者：施澜 郑志强 郑新华 刘大军 SHI Lan;CHENG C.K.Eric;ZHENG Xinhua;LIU Dajun(College of Uocational and Technical Education South China Normal University,Shanwei 516625;The Education University of Hong Kong,Hong Kong 999077;Shanghai Pudong Institution of Education Development,Shanghai 200120)

机构地区：[1]华南师范大学职业教育学院,汕尾516625 [2]香港教育大学,中国香港999077 [3]浦东教育发展研究院,上海200120

出　　处：《教育发展研究》2023年第18期45-52,共8页Research in Educational Development

基　　金：上海市教育科学研究项目“‘部编本’背景下语文教师元认知教学策略优化的实证研究”(C2022080);教育部人文社会科学研究一般项目“职业院校创客课程研究:内涵、开发与实施”(17YJC880062)的部分成果。

摘　　要：在以素养为导向的教育改革背景下,元认知教学是培养学生“学会学习”能力的重要教学方法。本研究采用元分析方法,对国内外37篇实验或准实验的研究进行元分析,以探究元认知教学对学生学习学业表现的影响。结果显示,元认知教学显著正向影响学生的学业表现。调节效应分析表明,教学策略、学段和学科对元认知教学和学生学业表现关系的调节效应显著,学生能力和教学时间的调节效应不显著。根据元分析结果,元认知教学策略能显著提高学生的学业表现,在未来的研究中要考虑策略、学段和学科对元认知教学效果的影响。In the background of competency-based educational reform,metacognitive teaching is critical for developing students Learning to learn ability.This study adopts a meta-analysis method to systematically analyze 37 experimental or quasi-experimental studies about the effects of metacognitive teaching on student academic performance.The results show a significant positive effect of metacognitive teaching on student academic achievement.In moderator analysis,metacognitive teaching has a significant dfference in different teaching strategies,learning stages,and subject domains,whereas no significant difference was found in the moderators of experimental duration and learners'abilities.According to the results of meta-analysis,metacognitive teaching strategies can significantly improve students'academic performance.In the future research,the impact of teaching strategies,learning stages and subjects on metacognitive teaching should be considered.

关 键 词：元认知教学 学业表现 元分析 

分 类 号：G632.4[文化科学—教育学]