元认知策略与学生自主阅读能力的培养

自主性学习是当今教育领域一个重要的研究主题.而阅读作为外语学习的一项能力,在外语教学中占据了极其重要的地位.文章主要研讨如何在自主学习中通过元认知策略的培训,有效培养和提高学生的自主阅读能力.     

对英语师范专业新生语法元认知策略的调查

根据O'Malley&Chamot对元认知学习策略的分类,采用定量和定性的研究方法,对英语师范专业新生在语法学习中使用元认知策略的情况进行了调查,结果显示:学生使用语法元认知策略的总体水平不高;高分组与低分组在元认知策略的运用上存在显著差异;语法元认知策略与语法成绩明显相关。调查结果对语法教学有一定的启示作用。     

元认知理论与学生自主学习能力的培养——元认知理论在大学英语教学中的应用

让学生自主学习是当前外语教学的重要目标之一,元认知理论以其独特的内容和特点对学生自主学习能力的培养提供了指导意义.本文简要介绍了元认知和自主学习的定义、内容和特点,以及元认知与自主学习的关系,着重探讨如何运用元认知理论培养和发展学生的自主学习能力.     

Reducing Patron Information Overload in Academic Libraries

Information overload interferes with our abilities to use information effectively. It represents a challenge in searching print as well as online collections. Academic librarians have developed strategies to help their patrons reduce the effects of information overload. This article provides best practices employed by academic librarians to reduce their users’ information overload. Five themes emerged in a review of the literature: information presentation, library instruction, user strategies, librarian roles, and software technologies. Information literacy instruction remains particularly important in combating information overload since the promotion of users’ research skills facilitates their search competencies. Research on information problem solving that focuses on metacognitive strategies may help decrease information overload among users searching digital libraries.     

元认知策略在“英语国家概况”教学中的应用

元认知学习策略在英语的学习过程中起着十分重要的作用,它能使学习者有目的地对整个学习过程进行计划、监控和调节反馈,以达到最佳的学习效果。本文主要阐述在“英语国家概况”课程的课堂教学过程中如何应用元认知策略,从而培养学生对元认知策略的使用意识,进一步提高学生自主学习的能力。     

基于自主学习理论的大学英语泛读教学模式

通过对大学英语泛读课的教学现状分析,以自主学习理论为依据,笔者结合自己的教学经验,从阅读兴趣的激发、学习策略的培养、班级阅读文库的构建以及完善合理的测评体系的建立四个方面构建大学英语泛读教学模式,以期达到提高泛读教学的效率的目的。     

英语专业学生写作元认知策略使用水平调查与分析

文章对中原工学院外语系2006级120名本科生进行元认知策略问卷调查并对部分学生进行访谈.结果表明,英语专业低年级学生在写作中元认知策略使用频率属于中等水平;选择注意策略的使用频率最高,依次为自我监控、事先计划和自我评价;所有策略中使用频率极低的是制订写作计划、写作目标、编写提纲,写作结束后对作文内容、整体结构的评价以及对写作方法的反思等.其原因在于写作课教师对学生缺乏引导,致使其策略意识薄弱.本文建议在英语写作教学中,教师应结合写作任务对学生进行元认知策略培训,以提高其元认知策略使用水平,从而提高其自主学习能力.     

The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content

By taking into account the functions of socially shared metacognitive regulation (SSMR) (i.e. the role that SSMR plays in the (dis)continuation of ongoing interaction), the present study sheds light on the differential effectiveness of SSMR. The study more particularly investigates how individual students' involvement in SSMR that confirms, changes, activates, or stops interaction, predicts their understanding of the learning content on the short and middle-long term, taking into account students' prior knowledge. Sixty university students were involved. Multilevel models were run to investigate the relation between individual students' engagement in the functions of SSMR and their conceptual understanding. Contributing to SSMR that changes and that activates collaborative learning appeared significantly positively related to students' immediate understanding of the learning content, whereas participating in SSMR that confirms or that stops ongoing interaction was not. Contributing to SSMR (regardless of its function) appeared not significant for predicting students’ conceptual understanding on the middle-long term.     

Does speed-reading training work,and if so,why? Effects of speed-reading training and metacognitive training on reading speed,comprehension and eye movements

Background

Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.

Methods

We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (M_age = 22.77 years, SD_age = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.

Results

Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.

Conclusions

We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.