元认知理论在中学语文阅读教学中的应用
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摘要
进入21世纪,人类社会已进入了知识经济与信息化的时代。信息时代要求学生快速高效的阅读,但传统阅读教学往往关注阅读内容这一认知层面的知识灌输,却忽略了学生如何监控自己自主阅读这一元认知层面的培养,与当今社会对自主型学习人才的需求不相适应。多年来应试教育指导下机械的阅读训练使学生阅读情感丧失,阅读效率普遍低下。结果,老师把大量的教学时间用于阅读教学却未能帮助学生建立起阅读思维智能,学生每天进行着大量的阅读却仍旧不会阅读,不会从阅读中学习。
在这样的社会背景下,笔者以中学语文新课程标准为依据,结合我国初中生母语阅读水平,在阅读和阅读教学理论基础上构建了一套元认知阅读的操作系统,让学生在阅读同时对自己的阅读过程进行监控和管理。元认知阅读把阅读研究的对象定位在阅读学习而非阅读教学上,让学生知道自己在什么时候,什么环境,选择何种阅读策略进行有效的阅读活动。论文采用实验法,笔者通过教学范例先进行元认知阅读的分步示范,然后帮扶学生在课上自主进行元认知阅读,再引导学生将元认知阅读技能由课内向课外延伸迁移,达到运用自如的水平。
本论文分为四大部分:
第一部分,问题的提出背景。从时代发展的需求,当今语文阅读教学中存在的缺陷,初中生阅读中元认知能力缺失的种种表现出发,提出元认知阅读能力培养的现实必要性。
第二部分,元认知和阅读教学的理论综述。介绍元认知的概念与实质,探究有关阅读和阅读教学的理论,阐释元认知阅读的理论意义。
第三部分,中学生元认知阅读能力实验的实施过程。采用实验班对照班前后测实验的方法,在实验控制过程中对实验班采取“教师课上示范元认知阅读过程——教师帮扶学生课上自主阅读——学生课外延伸阅读”三个步骤进行元认知阅读能力的训练,其中,教师通过范例教学培养学生的元认知阅读能力是本实验的关键。这一过程分为五个步骤:浏览文本,确定阅读目标;调动背景知识,感悟文本;质疑文本,深度阅读;概括文本,批判创新;反思评价,小结记录。经过一学期的教学实验后对实验班和对照班的元认知阅读水平和阅读能力进行后测实验。前后测数据分析表明在阅读过程中渗透元认知训练能有效提高学生的阅读能力和元认知阅读水平。
第四部分为实验后的启示与思考,建议在今后的新课程阅读教学改革中,加强元认知策略的内化,将元认知理论渗透到语文教科书编排中,加强元认知监控环境的建设等方面着手进一步提高学生的元认知阅读能力,从而更好地提高学生的阅读效率。
With the entrance of the 21st century, human society has entered into an age of knowledge economy and information technology. The Information Age requires students to read fast and efficiently, but the traditional reading teaching is mainly concerned about the instilling of knowledge and neglects the training of reading methods, which is incompatible with the demands for independent learners required by society. For years the mechanical reading training under the guidance of examination-oriented education leads to the loss of students’reading emotion and generally low reading efficiency. As a result, teachers spend much time on reading teaching and fail to help students build reading smart thinking. Meanwhile, students spend a lot of time reading, but cannot learn from reading.
In light of the status quo of Chinese reading teaching in China, the author of this thesis tries to construct a meta-cognition reading operating system, which can help students monitor and manage the process of reading of their own. The system is based on the theory of reading and reading teaching according to the new curriculum standards. Metacognitive reading is aimed at reading study, not at reading teaching. In other words, students know when and how to choose reading strategies to do an effective reading. By means of experiments, firstly the author of this thesis demonstrates the process of metacognitive reading step by step, and then helps students do metacognitive reading autonomously in class, and finally guides students to extend the metacognitive skill to the extra-curricular, reaching the level of using easily.
This thesis is composed of four parts as follows.
In the first part, the background of the problem is presented. On the basis of the development of society needs, the defections existing in the present Chinese teaching, and the loss of metacognitive ability among junior high school students, it is necessary to train the metacognitive ability of students in Chinese teaching.
Part two is mainly concerned about the literature review on metacognition and the theory of teaching reading. The concept and essence of metacognition is introduced and the theories of reading and reading teaching concerned are explored.
At the same time, the theoretical significance of metacognitive reading is stated. In the third part, the process of experiments with metacognitive reading ability of students is analyzed. Using experimental classes measured before and after the experiments, the author carries out the training of metacognitive reading ability in the course of experiment controlling by means of three steps—"teachers’demonstration of metacognition reading process-help with students’reading independently– the extending reading of students”. The first step is the most important of all, which consist of five steps as follows: browsing the text to determine reading goals; mobilizing background knowledge to sentiment text; questioning the text to read in-depth; generalizing the text and critical innovation; reflecting and evaluating. The analysis of the data measured before and after the experiments shows to us that the reading teaching method with the metacognitive training is of great use to improve the students’reading ability and metacognitive reading level.
In the fourth part, a suggestion is reached. The metacognitive strategy should be strengthened in the future reform of reading teaching and the theory of metacognition should be infiltrated into the process of scheduling texts. The enhancement of environmental monitoring of metacognitive reading will further improve their metacognitive reading ability and the efficiency of their reading.
在这样的社会背景下,笔者以中学语文新课程标准为依据,结合我国初中生母语阅读水平,在阅读和阅读教学理论基础上构建了一套元认知阅读的操作系统,让学生在阅读同时对自己的阅读过程进行监控和管理。元认知阅读把阅读研究的对象定位在阅读学习而非阅读教学上,让学生知道自己在什么时候,什么环境,选择何种阅读策略进行有效的阅读活动。论文采用实验法,笔者通过教学范例先进行元认知阅读的分步示范,然后帮扶学生在课上自主进行元认知阅读,再引导学生将元认知阅读技能由课内向课外延伸迁移,达到运用自如的水平。
本论文分为四大部分:
第一部分,问题的提出背景。从时代发展的需求,当今语文阅读教学中存在的缺陷,初中生阅读中元认知能力缺失的种种表现出发,提出元认知阅读能力培养的现实必要性。
第二部分,元认知和阅读教学的理论综述。介绍元认知的概念与实质,探究有关阅读和阅读教学的理论,阐释元认知阅读的理论意义。
第三部分,中学生元认知阅读能力实验的实施过程。采用实验班对照班前后测实验的方法,在实验控制过程中对实验班采取“教师课上示范元认知阅读过程——教师帮扶学生课上自主阅读——学生课外延伸阅读”三个步骤进行元认知阅读能力的训练,其中,教师通过范例教学培养学生的元认知阅读能力是本实验的关键。这一过程分为五个步骤:浏览文本,确定阅读目标;调动背景知识,感悟文本;质疑文本,深度阅读;概括文本,批判创新;反思评价,小结记录。经过一学期的教学实验后对实验班和对照班的元认知阅读水平和阅读能力进行后测实验。前后测数据分析表明在阅读过程中渗透元认知训练能有效提高学生的阅读能力和元认知阅读水平。
第四部分为实验后的启示与思考,建议在今后的新课程阅读教学改革中,加强元认知策略的内化,将元认知理论渗透到语文教科书编排中,加强元认知监控环境的建设等方面着手进一步提高学生的元认知阅读能力,从而更好地提高学生的阅读效率。
With the entrance of the 21st century, human society has entered into an age of knowledge economy and information technology. The Information Age requires students to read fast and efficiently, but the traditional reading teaching is mainly concerned about the instilling of knowledge and neglects the training of reading methods, which is incompatible with the demands for independent learners required by society. For years the mechanical reading training under the guidance of examination-oriented education leads to the loss of students’reading emotion and generally low reading efficiency. As a result, teachers spend much time on reading teaching and fail to help students build reading smart thinking. Meanwhile, students spend a lot of time reading, but cannot learn from reading.
In light of the status quo of Chinese reading teaching in China, the author of this thesis tries to construct a meta-cognition reading operating system, which can help students monitor and manage the process of reading of their own. The system is based on the theory of reading and reading teaching according to the new curriculum standards. Metacognitive reading is aimed at reading study, not at reading teaching. In other words, students know when and how to choose reading strategies to do an effective reading. By means of experiments, firstly the author of this thesis demonstrates the process of metacognitive reading step by step, and then helps students do metacognitive reading autonomously in class, and finally guides students to extend the metacognitive skill to the extra-curricular, reaching the level of using easily.
This thesis is composed of four parts as follows.
In the first part, the background of the problem is presented. On the basis of the development of society needs, the defections existing in the present Chinese teaching, and the loss of metacognitive ability among junior high school students, it is necessary to train the metacognitive ability of students in Chinese teaching.
Part two is mainly concerned about the literature review on metacognition and the theory of teaching reading. The concept and essence of metacognition is introduced and the theories of reading and reading teaching concerned are explored.
At the same time, the theoretical significance of metacognitive reading is stated. In the third part, the process of experiments with metacognitive reading ability of students is analyzed. Using experimental classes measured before and after the experiments, the author carries out the training of metacognitive reading ability in the course of experiment controlling by means of three steps—"teachers’demonstration of metacognition reading process-help with students’reading independently– the extending reading of students”. The first step is the most important of all, which consist of five steps as follows: browsing the text to determine reading goals; mobilizing background knowledge to sentiment text; questioning the text to read in-depth; generalizing the text and critical innovation; reflecting and evaluating. The analysis of the data measured before and after the experiments shows to us that the reading teaching method with the metacognitive training is of great use to improve the students’reading ability and metacognitive reading level.
In the fourth part, a suggestion is reached. The metacognitive strategy should be strengthened in the future reform of reading teaching and the theory of metacognition should be infiltrated into the process of scheduling texts. The enhancement of environmental monitoring of metacognitive reading will further improve their metacognitive reading ability and the efficiency of their reading.
引文
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