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本文用学生学习策略量表对宁波市北仑中学高三文科班的215名学生进行调查,考察了重点中学高三文科班学生使用英语学习策略的情况、性别与学习策略的选择关系以及学习策略与测试成绩的关系。研究结果表明:(1)高中学生学习策略使用水平一般,其常用学习策略为补偿策略、元认知策略、认知策略。(2)高分组学生在元认知、和情感策略上的使用水平均高于低分组,差异主要表现在高分学生更善于计划和监控自己的学习,自主学习意识强。(3)女生对六大类英语学习策略的使用率均高于男生。(4)学习策略与学习成绩显著相关,元认知策略、补偿策略与认知策略对中学生英语学习水平影响最大。
In this study, 215 students from Ningbo Beilun Middle School undergraduates’ high school were investigated using the Student Learning Strategy Scale, and the situation of using English learning strategies by high school students in key high schools, the choice of gender and learning strategies, and the learning strategies and test scores Relationship. The results show that: (1) Senior high school students’ learning strategies are generally used, their common learning strategies are compensatory strategies, metacognitive strategies and cognitive strategies. (2) The use of metacognitive and affective strategies in high school students is higher than that in low school students. The main difference is that high school students are better at planning and monitoring their own learning, and their self-learning awareness is stronger. (3) The utilization rate of girls in six major types of English learning strategies is higher than that of boys. (4) Learning strategies are significantly related to academic performance, and metacognitive strategies, compensation strategies and cognitive strategies have the strongest impact on middle school students’ English learning.