混合式教学模式下英语学习元认知策略的运用  

Use of Metacognitive Strategies in English Learning under Blended Teaching Model

作　　者：郑敏莉 曾庆敏[1] 卢颖[1] Zheng Minli;Zeng Qingmin;Lu Ying(School of Foreign Language,Chongqing Jiaotong University,Chongqing 402247,China)

机构地区：[1]重庆交通大学外国语学院,重庆402247

出　　处：《梧州学院学报》2024年第6期114-122,共9页Journal of Wuzhou University

基　　金：2022年度重庆交通大学高等教育教学改革研究项目(ZX2203072)。

摘　　要：学习策略能帮助学习者以结构化和方法论的方式获取和保留知识,并鼓励学生寻找、确立以及最终实现自主学习目标。元认知策略在学习策略中占据举足轻重的作用,是提高学生自主学习能力的关键。采用问卷调查形式对345名大学英语学习者在混合式教学模式下元认知策略的使用情况进行了研究,结果发现:(1)混合式教学模式下,非英语专业学生的英语学习元认知策略总体使用水平中等,其中高水平英语学习者的元认知策略使用水平最高。(2)在混合式教学模式下,不同英语水平学习者在元认知策略各维度策略的使用上存在显著差异,高水平学习者的计划策略、监控策略和评价策略使用水平都显著高于中低水平学习者。(3)英语高水平学习者的计划策略使用水平最高,而低水平英语学习者则的计划策略使用水平最低;在计划策略维度中,低水平英语学习者的选择注意力使用水平最高,事先计划使用水平最低。(4)不同英语水平学习者在各维度策略的具体使用上存在不同程度的差异。在混合式教学模式下,尽管学生对学习成绩提升抱有美好憧憬,但受制于较低的学习策略使用能力,成绩提高不理想。因此,教师可以通过创设场景让学生理解和使用元认知策略使用能力,提高学生的英语学习效率。Learning strategies help learners acquire and retain knowledge in a structured and methodological way,and encourage students to seek,establish,and ultimately achieve self-directed learning goals.Metacognitive strategies play an important role in learning strategies and are the key to improving students′autonomous learning ability.345 college English learners were surveyed in the form of a questionnaire on the use of metacognitive strategies in blended teaching mode.The findings are as follows:(1)non-English majors have a medium level of metacognitive strategies in blended teaching mode,among which advanced English learners have the highest awareness of metacognitive strategies.(2)under the blended teaching mode,learners with different English proficiency have significant differences in the use of metacognitive strategies of various dimensions.Learners with higher proficiency in the use of planning strategies,monitoring strategies and evaluation strategies are significantly higher than those with intermediate and low proficiency.(3)the high-level English learners have the highest level of use of planning strategies,while the low-level learners have the lowest level of use of planning strategies.In the planning strategy dimension,the low-level English learners demonstrate the highest level of attention use and the lowest level of pre-planning use.(4)learners with different English levels have different degrees of differences in the specific use of various dimensional strategies.Under the blended teaching mode,although the students have a good hope to improve their academic performance,they are limited by their low ability to use learning strategies and have no way to improve their academic performance.Therefore,teachers can make students understand and use metacognitive strategies to improve their English learning efficiency by creating scenarios.

关 键 词：混合式教学模式 元认知策略 大学英语 

分 类 号：G642[文化科学—高等教育学] H319[文化科学—教育学]