以学习日志培养中学生的元认知策略
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摘要
近年来,学生的学习策略,尤其是元认知策略受到国内外诸多研究者和教育者(Rubin,Oxford,Ellis,文秋芳等)的关注。大量的研究表明学生的元认知策略能力,即理解和控制认知过程的能力,是可以通过训练来培养的。这一发现迎合了我国目前的英语教学的目标,即培养自主型学习者和问题解决者。基于以上认识,本文作者提出假设:高中英语教师可以通过引导学生记学习日志培养元认知策略。
本文首先界定了元认知,元认知策略的概念,论述了以学习日志培养中学生的元认知策略的理论依据,并在此基础上进行了为期一年实证研究。试验结果表明通过一年的元认知策略训练后,实验组的大部分学生的元认知意识和应用元认知策略的能力得到不同程度的提高,说明在教学中引导学生记学习日志有助于提高学生元认知策略能力。作者希望,本研究对于如何提高学生的自主学习能力具有抛砖引玉的作用。
Recent years witness an upsurge of extensive investigation by many famous researchers and educationalists (Rubin, Oxford, Ellis, Wen Qiufang and so on ) into learning strategies, especially metacognitive strategies. The previous research has revealed that the students' ability to understand and control cognitive processes, namely, the use of metacognitive strategies, can be developed with the help of teachers. This promising discovery seems to have shed some light on contemporary English teaching and learning in China which aims at developing autonomous learners and problem-solvers. It has also motivated the author to hypothesize that English teachers in senior middle school will be able to develop learners' metacognitive strategies by guiding and getting them keeping learning journal.
The present study begins with the definition of metacognition and the components of metacognitive strategies. Then it reports an experiment with two groups (experimental and control one) of subjects in the same teaching curriculum. The results of the experiment show that most students in the experimental group, after one year's strategy training, have enhanced metacognitive awareness and their abilities to use metacognitive strategies have also been improved to different extent. Therefore, it is hoped that the study on developing learners' metacognitive strategies will be of practical significance and help learners to improve their learning autonomy.
本文首先界定了元认知,元认知策略的概念,论述了以学习日志培养中学生的元认知策略的理论依据,并在此基础上进行了为期一年实证研究。试验结果表明通过一年的元认知策略训练后,实验组的大部分学生的元认知意识和应用元认知策略的能力得到不同程度的提高,说明在教学中引导学生记学习日志有助于提高学生元认知策略能力。作者希望,本研究对于如何提高学生的自主学习能力具有抛砖引玉的作用。
Recent years witness an upsurge of extensive investigation by many famous researchers and educationalists (Rubin, Oxford, Ellis, Wen Qiufang and so on ) into learning strategies, especially metacognitive strategies. The previous research has revealed that the students' ability to understand and control cognitive processes, namely, the use of metacognitive strategies, can be developed with the help of teachers. This promising discovery seems to have shed some light on contemporary English teaching and learning in China which aims at developing autonomous learners and problem-solvers. It has also motivated the author to hypothesize that English teachers in senior middle school will be able to develop learners' metacognitive strategies by guiding and getting them keeping learning journal.
The present study begins with the definition of metacognition and the components of metacognitive strategies. Then it reports an experiment with two groups (experimental and control one) of subjects in the same teaching curriculum. The results of the experiment show that most students in the experimental group, after one year's strategy training, have enhanced metacognitive awareness and their abilities to use metacognitive strategies have also been improved to different extent. Therefore, it is hoped that the study on developing learners' metacognitive strategies will be of practical significance and help learners to improve their learning autonomy.
引文
Anderson,N.J.2002.The Role of Metacognition in Second Language Teaching and Learning.TESL Journal.April.
Barry J.Zimmerman,Dale H.Schunk,1989,Self-regulated learning and academic achievement." theory,research,and practice Spfinger-Verlag New York Inc
Brown,A.L.1975.The development of memory,knowing,knowing about knowing,and knowing how to how.In Reese H.W.(ed.),Advances in child development and behavior.Volume 10.New York:Academic Press.
Brown,A.L.,et al,1983.Learning,Remembering,and Understanding.In J.H.Flavell & E.M.Markman(eds.),Carmichael's Manual of Child Psychology,Volume I.N.Y.:Wiley.
Brown,A.L.1987.Metacognition,executive control,self-regulation,and other more mysterious mechanisms.In Weinert F.E.& Kluwe R.H.(eds.),.Metacognition,Motivations,and Understandings:65-116 Hillsdale,NJ:Lawrence Erlbaum Associates.
Butterfield,E.C.,Albertson,L.R & Johnson,J.C.1995.On making cognitive theory more general and developmentally pertinent.In Weinert,F.E.& Schneinder,W.(Eds.),Memory performance and competencies:Issues in growth and development.181-205 Mahwah,NJ:Lawrence Erlbaum Associates,Inc
Chris Watkins,Eileen Carnell,Caroline Lodge,Pasty Wagner and Caroline Whalley,2000,Learning about Learning London $ New York
Cohen,A.D.1998.Strategies in Learning and Using a Second Language.Beijing:Foreign Language Teaching and Research Press.
Cohen,A.D.2000.Strategies in learning and using a second language[M]Beijing:Foreign language teaching and research press.
Dirkes,M.A.1985.Metacognition:Students in charge of their thinking.Roeper Review 8:96-100
Ellis,G & Sinclair,B.1989 Learning to learn English:A course in learner training.Cambridge University Press.
Ellis,R.1994.The Study of Second Language Acquisition.Oxford:Oxford University Press.
Flavell,J.H.1979.Metacognition and cognitive monitoring--a new area of cognitive-developmental inquiry.American Psychologist,34,906-911.
Flavell,J.H.1981.Cognitive monitoring.In W.P.Dickson(Ed.),Children's oral communication skills:35-60 New York:Academic.
FIavell,J.1987.Speculations about the nature and development of metacognition.In Weinert,F.& Kluwe,R.(eds.),Metacognition,Motivation,and Understanding Hillsdale,NJ:Lawrence Erlbaum Associates.
Gardner,D.& Miller,L.2002.Establishing self-access:From theory to practice.Shanghai:Shanghai Foreign Language Education Press.
Jack C.Richards & David Nunan,2000,Second language teacher education,Foreign Language Teaching and Research Press.
John Nisbet and Janet Shucksmith,1986,Learning strategies,Routledge & Kegan Paul London,Boston and Henley,Library of Congress Cataloging in Publication Data
Joan Rubin & Irene Thompson,2004,How to Be a More Successful Language Learner:3 Beijing:Foreign Language Teaching and Research Press.
Krashen S.D.1981 Second Language Acquisition and Second Language Learning.Oxford:Pergamon Press.
Nunan,D.1999.Second Language Teaching and Learning.Boston:An International Thomson Publishing Company.
O'Malley & Chamot,et al.1985,Learning strategy applications with students of English as a second language[J]TESOL Quarterly,9:557-584
O'Mailey,J.M.& Chamot A.V,Stewner-Manzanares,G,Russo,R and Kupper L.1985b.Learning Strategy Applications With Students of English as a Second Language.TESOL Quarterly 19(3):285-296.
O'Malley,J.M.& Chamot,A.U.1990.Learning Strategies in Second Language Acquisition.Cambridge:Cambridge University Press.
O'Mailey & Chamot.2001.Learning Strategies in Second Language Acquisition[M]Shanghai Foreign Language Education Press.
Oxford,R.1990.Language Learning Strategies:What every teacher should know Boston,MA:Heinle and Hainle.
Oxford,R.L.1990 Language learning strategies.New York:Newbury House.
Rubin,J.1987.Learner strategies:Theoretical assumptions,research history and typology.In Rubin,J.& Thompson,I.1982,How to be a more successful language learner.Boston:Heinle & Heinle Publishers,Inc.
Weinstein,C.E.& Mayer,D.K.1991.Implications of cognitive psychology for testing:contributions from work in learning strategies.In Wittrock,M.C.and Baker,E.L.(eds.),Teaching and cognition.:40-61 Englewood Cliffs,N J:Prentice Hall.
Wenden,A.& J.Rubin.1987.Leaner Strategies in Language Learning.New Jersey Prentice Hall
普通高中英语课程标准2003教育部人民教育出版社
Chen Yinghe[陈英和],1996,《认知发展心理学》,浙江人民出版社。
Liu Runqing[刘润清].1999,《外语教学中的科研方法》北京:外语教学与研究出版社
Wangling,Fangping,Guo Jtmde[汪玲]、[方平]、[郭德俊],1999,元认知的性质、结构与评定力一法,《心理学动态》第7卷:第6-11页
Wen Qiufang[文秋芳],1996,《英语学习策略论》.上海外语教育出版社,
Wen Qiufang[文秋芳],1996,大学生英语学习策略变化的趋势及其特点,《外语与外语教学》第四期。第43-46页
Barry J.Zimmerman,Dale H.Schunk,1989,Self-regulated learning and academic achievement." theory,research,and practice Spfinger-Verlag New York Inc
Brown,A.L.1975.The development of memory,knowing,knowing about knowing,and knowing how to how.In Reese H.W.(ed.),Advances in child development and behavior.Volume 10.New York:Academic Press.
Brown,A.L.,et al,1983.Learning,Remembering,and Understanding.In J.H.Flavell & E.M.Markman(eds.),Carmichael's Manual of Child Psychology,Volume I.N.Y.:Wiley.
Brown,A.L.1987.Metacognition,executive control,self-regulation,and other more mysterious mechanisms.In Weinert F.E.& Kluwe R.H.(eds.),.Metacognition,Motivations,and Understandings:65-116 Hillsdale,NJ:Lawrence Erlbaum Associates.
Butterfield,E.C.,Albertson,L.R & Johnson,J.C.1995.On making cognitive theory more general and developmentally pertinent.In Weinert,F.E.& Schneinder,W.(Eds.),Memory performance and competencies:Issues in growth and development.181-205 Mahwah,NJ:Lawrence Erlbaum Associates,Inc
Chris Watkins,Eileen Carnell,Caroline Lodge,Pasty Wagner and Caroline Whalley,2000,Learning about Learning London $ New York
Cohen,A.D.1998.Strategies in Learning and Using a Second Language.Beijing:Foreign Language Teaching and Research Press.
Cohen,A.D.2000.Strategies in learning and using a second language[M]Beijing:Foreign language teaching and research press.
Dirkes,M.A.1985.Metacognition:Students in charge of their thinking.Roeper Review 8:96-100
Ellis,G & Sinclair,B.1989 Learning to learn English:A course in learner training.Cambridge University Press.
Ellis,R.1994.The Study of Second Language Acquisition.Oxford:Oxford University Press.
Flavell,J.H.1979.Metacognition and cognitive monitoring--a new area of cognitive-developmental inquiry.American Psychologist,34,906-911.
Flavell,J.H.1981.Cognitive monitoring.In W.P.Dickson(Ed.),Children's oral communication skills:35-60 New York:Academic.
FIavell,J.1987.Speculations about the nature and development of metacognition.In Weinert,F.& Kluwe,R.(eds.),Metacognition,Motivation,and Understanding Hillsdale,NJ:Lawrence Erlbaum Associates.
Gardner,D.& Miller,L.2002.Establishing self-access:From theory to practice.Shanghai:Shanghai Foreign Language Education Press.
Jack C.Richards & David Nunan,2000,Second language teacher education,Foreign Language Teaching and Research Press.
John Nisbet and Janet Shucksmith,1986,Learning strategies,Routledge & Kegan Paul London,Boston and Henley,Library of Congress Cataloging in Publication Data
Joan Rubin & Irene Thompson,2004,How to Be a More Successful Language Learner:3 Beijing:Foreign Language Teaching and Research Press.
Krashen S.D.1981 Second Language Acquisition and Second Language Learning.Oxford:Pergamon Press.
Nunan,D.1999.Second Language Teaching and Learning.Boston:An International Thomson Publishing Company.
O'Malley & Chamot,et al.1985,Learning strategy applications with students of English as a second language[J]TESOL Quarterly,9:557-584
O'Mailey,J.M.& Chamot A.V,Stewner-Manzanares,G,Russo,R and Kupper L.1985b.Learning Strategy Applications With Students of English as a Second Language.TESOL Quarterly 19(3):285-296.
O'Malley,J.M.& Chamot,A.U.1990.Learning Strategies in Second Language Acquisition.Cambridge:Cambridge University Press.
O'Mailey & Chamot.2001.Learning Strategies in Second Language Acquisition[M]Shanghai Foreign Language Education Press.
Oxford,R.1990.Language Learning Strategies:What every teacher should know Boston,MA:Heinle and Hainle.
Oxford,R.L.1990 Language learning strategies.New York:Newbury House.
Rubin,J.1987.Learner strategies:Theoretical assumptions,research history and typology.In Rubin,J.& Thompson,I.1982,How to be a more successful language learner.Boston:Heinle & Heinle Publishers,Inc.
Weinstein,C.E.& Mayer,D.K.1991.Implications of cognitive psychology for testing:contributions from work in learning strategies.In Wittrock,M.C.and Baker,E.L.(eds.),Teaching and cognition.:40-61 Englewood Cliffs,N J:Prentice Hall.
Wenden,A.& J.Rubin.1987.Leaner Strategies in Language Learning.New Jersey Prentice Hall
普通高中英语课程标准2003教育部人民教育出版社
Chen Yinghe[陈英和],1996,《认知发展心理学》,浙江人民出版社。
Liu Runqing[刘润清].1999,《外语教学中的科研方法》北京:外语教学与研究出版社
Wangling,Fangping,Guo Jtmde[汪玲]、[方平]、[郭德俊],1999,元认知的性质、结构与评定力一法,《心理学动态》第7卷:第6-11页
Wen Qiufang[文秋芳],1996,《英语学习策略论》.上海外语教育出版社,
Wen Qiufang[文秋芳],1996,大学生英语学习策略变化的趋势及其特点,《外语与外语教学》第四期。第43-46页
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