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对320份样本数据的统计与分析结果表明:高分组学生对元认知策略及其所包含的九种具体策略的使用水平均要高于低分组,且这种差异具有统计学上的显著性意义;高考英语成绩与九种具体元认知策略间均表现为不同程度的相关性。研究建议高中英语教学中应加强对学生进行元认知策略的培养。
The statistics and analysis of 320 sample data show that the high-level students have higher use of metacognitive strategy and the nine specific strategies it contains, and the difference is statistically significant Significance; college English scores and nine specific metacognitive strategies showed varying degrees of correlation. The research suggests that we should strengthen the training of students’ metacognitive strategy in senior high school English teaching.