浅议新课标元认知阅读对策在高中英语课堂教学运用调查流程

论文导读：terOneIntroduction16-201.1TheBackgroundandRationaleoftheStudy16-181.1.1TheRoleofMetacognitiveReadingStrategies161.1.2TheImportanceofEngpshReadinginChina16-171.1.3TheProblemsEmergingfromEngpshReadinginChina171.1.4TheDemandsofCNC171.1.5TheRationaleofthisResearch1
摘要：鉴于英语阅读的重要量,高中学生在英语阅读中有着的不足和《中小学新英语课程标准》的颁布,本课题探讨元认知阅读对策在高中的运用,旨在回答以下三个不足：(1)《中小学新英语课程标准》(下文称作新课标)对元认知对策的教学提出怎样的要求?(2)高中生在英语阅读中利用了哪些元认知对策?(3)老师对元认知阅读对策持怎样的观点以及他们如何进行教学?为回答上面陈述的不足,本探讨详细浅析了中小学新课程标准,并以两个班90名高中生和4名老师为探讨对象。探讨工具分别为包含注意、计划、监控和评价在内的元认知阅读对策问卷调查表和访谈。本课题突破传统探讨方式,将S2R论述模型运用于实证探讨,以期为进-步的探讨提供一些可资借鉴的启迪作用。在该论述模型的基础上,设计了一份MRSQ问卷调查(请参照附件9),该问卷与以往用于该领域探讨的问卷相比,更为全面科学。不同于传统的探讨,本课题的综合探讨法包括五级问卷调查和访谈,并将其融合进新课标的浅析中,以而形成立体多维的探讨策略。另一革新之处在于问卷的详细结果用平均数以条状图的形式展示,半开放式访谈则是采取Skype在线进行。总体来说,本探讨有以下一些发现：数据显示,学生的元认知对策的利用处于中等水平。在四个部分中,“注意”是唯一一项利用水平高的元认知对策,位列第一,其次是“计划”、“监控”两项元认知对策,而“评价”则利用频率最低的对策。通过将定量和定性的数据结合起来浅析,本探讨还发现学生的对策利用情况受到老师课堂教学的影响；学生和老师的元认知对策的利用与新课标的要求相比较有着既一致又不一致的情况。其理由可能在于课堂上时间有限和中国传统的应试教育体制以及新课标提出的要求过于笼统。本探讨给我们的启迪是：高中学生和老师应该更加彻底贯彻新课标的要求,重视元认知阅读对策的教学,以期实现新课标的最终目标之一：自主学习。然而目前新课标并没有明确针对元认知阅读对策,该领域的文献来源以国外为主未来的探讨则更需探讨高中情境的英语阅读教学。关键词：元认知对策论文英语阅读论文新课标论文自主学习论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Acknowledgements4-5
Abstract5-7
中文摘要7-9
Table of Contents9-14
List of Figures and Tables14-15
List of abbreviations15-16
Chapter One Introduction16-20
1.1 The Background and Rationale of the Study16-18
1.1.1 The Role of Metacognitive Reading Strategies16
1.1.2 The Importance of Engpsh Reading in China16-17
1.1.3 The Problems Emerging from Engpsh Reading in China17

1.4 The Demands of CNC17

1.5 The Rationale of this Research17-18

1.2 Aims and Boundaries of the Study18

1.3 The Participants and Context of the Study18-19

1.4 Overall Structure of the Thesis19-20

Chapter Two Literature Review20-32

2.1 The Key Terms20-21

2.2 Psychopnguistic Reading Models21-22

2.3. Metacognitve Strategies22-23

2.3.1 S~2R Model22

2.3.2 Origin, Definition, Importance and Classification of Metacognitve Strategies22-23

2.4 Metacognitive Reading Strategies23-28

2.4.1 Inco论文导读：gQuestionnaire363.3.5CompipngtheData363.4TheTeachers'Interview36-393.4.1TheParticipants363.4.2DevisingtheInterview36-373.4.ilotingtheInterviewGuide37-383.4.4ConductingtheInterview383.4.5TranscribingandCodingtheData38-393.5MethodologicalLimitations39-413.

5.1LimitationsCa

rporating Metacognitive Strategies into Reading23-25
2.4.2 Empirical Studies on Learners' Use of Metacognitive Reading Strategies25-26
2.4.2.1 Empirical Studies on Learners' Use of Metacognitive Reading Strategies abroad25-26
2.4.2.2 Empirical Studies on Learners' Use of Metacognitive Reading Strategies at Home26
2.4.3 Empirical Studies on Teachers'Metacognitive Reading Strategy Instruction(MRSI)26-28
2.4.3.1 Empirical Studies on Teachers' MRSI abroad26-28
2.4.3.2 Empi rical Studies on Teachers' MRSI at Home28
2.5 The New Engpsh Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools(CNC)28-30
2.6 The Justification and Signincance of the Study30-32
Chapter Three Methodology32-41

3.1 Considering Ethical Issues32

3.2 Justifying Research Approach32-33

3.

2.1 Case Study32-33

3.

2.2 Mixed Methods Research33

3.3 The students' Questionnaire33-36
3.3.

1. The Participants33-34

3.3.2 Designing the Questionnaire34-35

3.3 Piloting the Questionnaire35-36

3.1 Thinking about the Form35

3.2 Thinking about the Meaning35

3.3 Thinking about the Respondents35-36

3.4 Administering Questionnaire36

3.5 Compipng the Data36

3.4 The Teachers' Interview36-39

3.4.1 The Participants36

3.4.2 Devising the Interview36-37

3.4.3 Piloting the Interview Guide37-38

3.4.4 Conducting the Interview38

3.4.5 Transcribing and Coding the Data38-39

3.5 Methodological Limitations39-41

3.5.1 Limitations Caused by Data Collection39
3.

5.2 Limitations Caused by Researcher39-40

3.5.3 Limitations Caused by Participants40-41
Chapter Four Results and Discussion41-60

4.1 Results41-52

4.

1.1 Questionnaire Results41-47

4.1.1.1 The overall use of metacognitive strategies42-43
4.1.1.2 The Results of Paying Attention Strategies43-44
4.1.1.3 The Results of Planning Strategies44-45
4.1.1.4 The Results of Monitoring Strategies45-46
4.1.1.5 T论文导读：NewEngpshCurriculumforChinesePrimarySchoolsandJunior/SeniorMiddleSchools84-88Appendix6Ca上一页1234下一页
he Results of Evaluating Strategies46-47
4.

1.2 Interview Results47-52

4.1.2.1 Teachers' Awareness of Metacognitive Reading Strategies47-48
4.1.2.2 The Contents of Metacognitive reading strategies that Teachers Teach48-51
4.

1.2.2.1 Paying Attention49

4.

1.2.2.2 Planning49-50

4.

1.2.2.3 Monitoring50

4.

1.2.2.4 Evaluating50-51

4.1.2.3 The Methods of MRSI Teachers Teach51-52
4.

1.2.3.1 Presentation51

4.

1.2.3.2 Practice51-52

4.2 Discussion52-56
4.

2.1 Comparing the use with the CNC52-56

4.2.1.1 Consistency between the Use of Metacognitive Reading Strategies Reported in this Study with the Requirements of the CNC52-54
4.2.1.2 Gap between the Use of Metacognitive Reading Strategies Reported in this Study with the Requirements of the CNC54-55
4.2.1.3 Further Findings and Possible Reasons55-56
4.3 Linking My Findings to the Framework56-57
4.3.1 Consistence and Discrepancy between Students' Use and that Reported in Previous Studies56-57
4.3.2 Consistency and Discrepancy between Teachers' Instruction and that Reported in Previous Studies57
4.4 Research Limitations and Suggestions for Improvement57-58
4.5 Summary of Results and Discussion58-60
Chapter Five Conclusion60-64

5.1 Principle Findings60-61

5.2 Pedagogical imppcations61-62

5.3 Recommendations for Further Research62

5.4 Reflection on this Project62-64

References64-68
Appendices68-117
Appendix 1 Letter to the principal and consent form 1 in both Chinese version and Engpsh version68-73
Appendix 2 Letter to the students and consent form 2 in both Chinese version and Engpsh version73-77
Appendix 3 Letter to the teachers and consent form 3 in both Chinese version and Engpsh version77-81
Appendix 4 Classification of Metacognitive Strategies81-84
Appendix 5 Excerpt of New Engpsh Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools84-88
Appendix 6 Ca论文导读：6TranscriptionoftheInterview3112-115Appendix17TranscriptionoftheInterview4115-117上一页1234
tegorizing the requirements of Learning and Teaching Metacognitive Strategies88-90
Appendix 7 Distribution of metacognitive reading strategy questionnaire (MRSQ)90-91
Appendix 8 The Original Version of MRSQ in Chinese High School91-94
Appendix 9 The Final Version of MRSQ in Chinese High School94-97
Appendix 10 The Final Chinese Version of MRSQ in Chinese High School97-100
Appendix 11 The Calculation of the Mean100-101
Appendix 12 Piloted Interview Guide101-103
Appendix 13 The Coding System for Teachers' Description of Metacognitive Reading Strategies103-105
Appendix 14 Transcription of the Interview 1105-109
Appendix 15 Transcription of the Interview 2109-112
Appendix 16 Transcription of the Interview 3112-115
Appendix 17 Transcription of the Interview 4115-117