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从元认知理论入手,以我校专升本学生为研究对象,阐述学生的英语阅读水平与阅读元认知意识和元认知策略的关系。为了获得真实数据,对80名专升本学生进行问卷调查。通过调查当前专升本学生的英语阅读元认知意识状况以及不同阅读水平的学生的元认知意识以及使用元认知策略的差异,发现英语阅读成绩较高的学生和成绩较低的学生在元认知意识和使用英语阅读元认知策略方面存在差异:前者比后者的元认知意识更强,并能够更有效地使用阅读元认知策略。由此建议教师在专升本的英语阅读教学中,加强对学生的元认知能力的训练,从而达到提高学生英语阅读水平的目的。
Beginning with the theory of metacognition, taking the undergraduates of our school as the research object, this paper expounds the relationship between the students’ English reading proficiency and metacognitive awareness and metacognitive strategies. In order to obtain real data, a survey of 80 undergraduate students was conducted. By investigating the status of metacognitive awareness of English reading students and the metacognitive awareness of students with different reading levels and the differences of using metacognitive strategies, it is found that students who have higher English reading scores and those who have lower grades have higher scores in metacognition Cognitive awareness and the use of English reading metacognitive strategies are different: the former is more metacognitive than the latter, and can more effectively use reading metacognitive strategies. Therefore, it is suggested that teachers should improve the students ’metacognitive ability in English reading teaching in order to improve students’ English reading ability.