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本研究基于首都师范大学非英语专业学生英语学习策略的调查结果,对2009级文科两个C班进行连续四个学期的元认知策略即管理策略的干预,通过帮助学生明确学习目标、制订学习计划、执行计划、反思计划执行情况等培养学生的自主学习能力,进而提高学生的英语学习成绩。对所有班级入学分级成绩和入学后一至四级英语成绩的追踪分析显示:实施干预计划的两个班学习成绩进步显著,达到了预期效果,对大学英语教学语教学有一定的启示作用。
Based on the survey results of English learning strategies for non-English majors in Capital Normal University, this study conducts four consecutive semesters of metacognitive strategies, namely management strategies, on two Grade C classes in 2009, and helps students clarify their learning objectives and develop learning strategies Plan, implementation plan, reflect on the implementation of the plan to develop students ’autonomous learning ability, and thus improve students’ English learning performance. The follow-up analysis of all grades and grade one to four grades of English shows that the achievement of the two classes in the intervention program has made significant progress and achieved the expected results, which has a certain enlightenment on the teaching of college English teaching words.