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采用自编量表对892名初中生的阅读元认知能力进行了调查研究。量表的编制依据元认知理论及语篇理解理论,共包括动机、策略、任务、调节、焦虑和能力六个分量表,量表具有较高的信度和效度。研究发现初中三个年级的学生在策略和任务两个分量表上有显著差异。不同性别的学生在除焦虑之外的五个分量表上差异显著。阅读理解测验成绩好的学生与差的学生在阅读元认知能力上差异显著。
A self-made questionnaire was used to investigate the metacognitive ability of 892 junior high school students. Based on metacognitive theory and discourse comprehension theory, the scale includes six subscales of motivation, strategy, task, regulation, anxiety and abilities. The scale has high reliability and validity. The study found significant differences in the two subscales of strategy and mission among students in the three grades of junior high school. Students of different genders had significant differences in five subscales except anxiety. Reading Comprehension Test Students with good scores and poor students had significant differences in reading metacognitive ability.