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根据对上海市闵行三中学生的调查,发现学生在阅读方面的主要问题是忽视对自己的阅读过程、阅读结果和阅读策略的有效监督、调控和评价。针对这种情况,笔者采用了自我调控策略,即让学生不断反思和调控自己的认知和元认知策略,使学生能正确自我评价、制订阅读目标计划、监控学习过程、调整学习策略、评估学习效果。在实践中,笔者采用了自我调节学习的相互循环、相互促进的四个模式,即策略的自我评价与监控、目标设置与策略计划、策略执行与监控、策略结果的监控。
According to a survey of three middle school students in Minhang, Shanghai, it is found that the main problem for students in reading is that they neglect to supervise, control and evaluate their own reading process, reading results and reading strategies effectively. In view of this situation, I adopted a self-regulation strategy that allows students to continuously reflect on and control their own cognitive and metacognitive strategies to enable students to self-assess correctly, set goals for reading, monitor the learning process, adjust learning strategies, learning result. In practice, I use four modes of mutual adjustment and self-regulation of self-regulated learning, namely, self-evaluation and monitoring of strategies, setting of goals and strategies, implementation and monitoring of strategies, and monitoring of tactical results.