大学生英语阅读中的组织策略及其影响因素
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摘要
组织策略(Organizational Strategies)对于英语阅读具有非常重要的意义,它不仅有利于材料的识记与提取,也能加强和提高对材料的理解与表达,是一种高效率的学习策略。本研究旨在探讨大学生英语阅读中的组织策略,侧重于大学生英语阅读中的组织策略的体系以及影响大学生运用这些策略的因素。立足当前大学生英语阅读学习的实际情况,在详细分析国内外有关组织策略、认知策略和学习策略的基础上,通过个别访谈和开放式问卷调查,初步编制了大学生英语阅读中的组织策略原始问卷。然后经征询专家意见、团体施测、项目分析和因素分析,进行修订和完善,形成大学生英语阅读中的组织策略正式问卷。本研究采用的影响因素问卷有:大学生学习自我效能感问卷和大学生学习动机量表。本研究调查了600名大学本专科学生,并对调查结果进行了因素分析和回归分析。
根据研究结果,可以得出如下结论:
(1)大学生英语阅读中的组织策略包括6种类型,分别是顺序型组织策略、因果型组织策略、中心句型组织策略、问题型组织策略、系统型组织策略和概括型组织策略。
(2)自编的大学生英语阅读中的组织策略问卷具有较好的信度和效度,能够较好地反映大学生英语阅读中组织策略的实际情况。
(3)大学生在英语阅读中使用的组织策略具有以下特点:第一,大学生运用英语阅读组织策略的水平整体上处于中等程度。第二,男女大学生在系统型组织策略的水平上存在显著差异。第三,大一、大二学生在顺序型、因果型和问题型组织策略方面均显著高于大三学生。第四,文科大学生运用问题型组织策略的水平显著低于理工科大学生。
(4)大学生的学习自我效能感、内生动机和外生动机影响其英语阅读中的组织策略。
Organizational strategy is very important for English reading, because it is conducive not only to material Shiji and extraction, but also to strengthen and enhance the understanding of the material and expression, is a highly efficient learning strategies. The study was designed to explore organizational strategies in the college English reading, focusing on the structure of organizational strategies as well as its’influence factors in English reading. Based on the the actual situation of the present college students in English reading and abroad in the detailed analysis of the organizational strategy, cognitive strategies and learning strategies, we prepared a preliminary reading in college English organizational strategy original questionnaire through individual interviews and open questionnaires. After consulting expert opinion, groups measure- ment, project analysis and factor analysis, we revision and perfection the formal questionnaire of organizational strategies in English reading of college students. The influential factors questionnaires used in the study include the university students learn self-efficacy questionnaire and the university students learning motivation scale. We surveyed 600 college students and conducted factors analysis and regression analysis to the survey results.
According to the research results, some following conclusions can be made:
(1) The questionnaire includes six dimensions, namely, the organizational strategy of order, the organizational strategy of causality, the Centre sentences organizational strategy, the organizational strategy of problem, the systems-oriented organizations strategy and the broad- based organization strategy.
(2) In this research,the self-made questionnaire of organizational strategies in English reading of college students and tactics of the questionnaire survey are all good reliability and validity, being able to better reflect university students in the use of English reading the actual situation of organizational strategy.
(3) Students in English reading strategies used in the organization has the following characteristics: First, a university student organizations to use English reading level of the overall strategy in the middle level. Second, There was significant difference between the male and female college students in the level of system organizational strategy. Third, the freshman and junior students to use the overall level of the organizational strategy of order, the organizational strategy of causality, the organizational strategy of problem was significantly higher than the level of sophomore students. Fourth, the issue of liberal arts college students use the strategy was significantly lower than the level of science and engineering students.
(4) College students’learning self-efficacy, intrinsic motivation and extrinsic motivation affect their organizational strategies in English reading.
根据研究结果,可以得出如下结论:
(1)大学生英语阅读中的组织策略包括6种类型,分别是顺序型组织策略、因果型组织策略、中心句型组织策略、问题型组织策略、系统型组织策略和概括型组织策略。
(2)自编的大学生英语阅读中的组织策略问卷具有较好的信度和效度,能够较好地反映大学生英语阅读中组织策略的实际情况。
(3)大学生在英语阅读中使用的组织策略具有以下特点:第一,大学生运用英语阅读组织策略的水平整体上处于中等程度。第二,男女大学生在系统型组织策略的水平上存在显著差异。第三,大一、大二学生在顺序型、因果型和问题型组织策略方面均显著高于大三学生。第四,文科大学生运用问题型组织策略的水平显著低于理工科大学生。
(4)大学生的学习自我效能感、内生动机和外生动机影响其英语阅读中的组织策略。
Organizational strategy is very important for English reading, because it is conducive not only to material Shiji and extraction, but also to strengthen and enhance the understanding of the material and expression, is a highly efficient learning strategies. The study was designed to explore organizational strategies in the college English reading, focusing on the structure of organizational strategies as well as its’influence factors in English reading. Based on the the actual situation of the present college students in English reading and abroad in the detailed analysis of the organizational strategy, cognitive strategies and learning strategies, we prepared a preliminary reading in college English organizational strategy original questionnaire through individual interviews and open questionnaires. After consulting expert opinion, groups measure- ment, project analysis and factor analysis, we revision and perfection the formal questionnaire of organizational strategies in English reading of college students. The influential factors questionnaires used in the study include the university students learn self-efficacy questionnaire and the university students learning motivation scale. We surveyed 600 college students and conducted factors analysis and regression analysis to the survey results.
According to the research results, some following conclusions can be made:
(1) The questionnaire includes six dimensions, namely, the organizational strategy of order, the organizational strategy of causality, the Centre sentences organizational strategy, the organizational strategy of problem, the systems-oriented organizations strategy and the broad- based organization strategy.
(2) In this research,the self-made questionnaire of organizational strategies in English reading of college students and tactics of the questionnaire survey are all good reliability and validity, being able to better reflect university students in the use of English reading the actual situation of organizational strategy.
(3) Students in English reading strategies used in the organization has the following characteristics: First, a university student organizations to use English reading level of the overall strategy in the middle level. Second, There was significant difference between the male and female college students in the level of system organizational strategy. Third, the freshman and junior students to use the overall level of the organizational strategy of order, the organizational strategy of causality, the organizational strategy of problem was significantly higher than the level of sophomore students. Fourth, the issue of liberal arts college students use the strategy was significantly lower than the level of science and engineering students.
(4) College students’learning self-efficacy, intrinsic motivation and extrinsic motivation affect their organizational strategies in English reading.
引文
[1]杜晓新、冯震. 元认知与学习策略. 北京:人民教育出版社,1999
[2]刘电芝. 学习策略研究. 北京:人民教育出版社,1999.
[3]蒯超英. 学习策略. 武汉:湖北教育出版社,2000.
[4]R.M.加涅,L.J.布里格斯. 教学设计原理. 上海:华东师范大学出版社,1999.
[5]施良方.学习论:学习心理学理论与原理. 北京:人民教育出版社,1999.
[6]【美】沃尔特 波克著. 黎思年、苏贵新译. 在大学里怎样学习. 北京:原子能出版社,1998.
[7]文秋芳. 英语学习策略论. 上海:上海外语教育出版社. 1996
[8]熊川武. 学习策略论. 南昌:江西教育出版社,1997.
[9]阎金锋、金学方. 学习生理、心理和学习策略. 北京:北京师范大学出版社,1999
[10]张庆林. 元认知的发展与主体教育. 重庆:西南师范大学出版社,1997.
[11]张大均,郭成. 教学心理学纲要. 北京:人民教育出版社,2006.
[12]E.Gagne. The Cognitive Psychology of School Learning. New York:Harper Collins College Publishers, 1993.
[13]J.p.戴斯,J.A.纳格利尔里,J. R.柯尔比. 认知过程的评估——智力的 PASS 理论.杨艳云,谭和平译.上海:华东师范大学出版社,1999.
[14]John Nisbet & Janet Shucksmith. Learning Strategies. Routledge & Kegun Paulltd,1996.
[15]Richard J.Riding 和 Stephen G. Rayner 著,庞维国译. 理解学习和学习行为中的风格差异——Understanding Style Differences in Learning and Behaviour. 上海:华东师范大学出版社,2003.
[16]Schmeck,R.R., Learning Strategies and Styles. New York. Plenum, 1998.
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[2]池丽萍,辛志强. 大学生学习动机的测量及其与自我效能感的关系. 心理发展与教育,2006,2:64-70.
[3]邓俊民.学习策略、学习风格与英语成绩相关性研究.天津职业技术师范学院学报,2003,13(2):50-53.
[4]杜晓新,黄昭鸣,宋永宁.PASS 理论与组织策略.外国中小学教育 2006,6:33-35.
[5]杜晓新.学习困难儿童学习策略训练模式的构建与实践.华东师范大学2005年博士学位论文.
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[2]刘电芝. 学习策略研究. 北京:人民教育出版社,1999.
[3]蒯超英. 学习策略. 武汉:湖北教育出版社,2000.
[4]R.M.加涅,L.J.布里格斯. 教学设计原理. 上海:华东师范大学出版社,1999.
[5]施良方.学习论:学习心理学理论与原理. 北京:人民教育出版社,1999.
[6]【美】沃尔特 波克著. 黎思年、苏贵新译. 在大学里怎样学习. 北京:原子能出版社,1998.
[7]文秋芳. 英语学习策略论. 上海:上海外语教育出版社. 1996
[8]熊川武. 学习策略论. 南昌:江西教育出版社,1997.
[9]阎金锋、金学方. 学习生理、心理和学习策略. 北京:北京师范大学出版社,1999
[10]张庆林. 元认知的发展与主体教育. 重庆:西南师范大学出版社,1997.
[11]张大均,郭成. 教学心理学纲要. 北京:人民教育出版社,2006.
[12]E.Gagne. The Cognitive Psychology of School Learning. New York:Harper Collins College Publishers, 1993.
[13]J.p.戴斯,J.A.纳格利尔里,J. R.柯尔比. 认知过程的评估——智力的 PASS 理论.杨艳云,谭和平译.上海:华东师范大学出版社,1999.
[14]John Nisbet & Janet Shucksmith. Learning Strategies. Routledge & Kegun Paulltd,1996.
[15]Richard J.Riding 和 Stephen G. Rayner 著,庞维国译. 理解学习和学习行为中的风格差异——Understanding Style Differences in Learning and Behaviour. 上海:华东师范大学出版社,2003.
[16]Schmeck,R.R., Learning Strategies and Styles. New York. Plenum, 1998.
[1]陈春晖. 生物教学中组织和精加工策略训练的实验研究. 首都师范大学课程与教学论专业 2006 年硕士学位论文.
[2]池丽萍,辛志强. 大学生学习动机的测量及其与自我效能感的关系. 心理发展与教育,2006,2:64-70.
[3]邓俊民.学习策略、学习风格与英语成绩相关性研究.天津职业技术师范学院学报,2003,13(2):50-53.
[4]杜晓新,黄昭鸣,宋永宁.PASS 理论与组织策略.外国中小学教育 2006,6:33-35.
[5]杜晓新.学习困难儿童学习策略训练模式的构建与实践.华东师范大学2005年博士学位论文.
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