汉、藏高中生阅读中元认知策略运用调查研究

运用Mokhtari等人的阅读策略中的元认知意识和策略量表对 5 71名高中生进行测试。结果发现 ,汉、藏高中生在整体阅读策略和支持阅读策略上差异显著 ,汉族学生整体阅读策略的运用高于藏族学生而在支持阅读策略上则低于藏族学生 ;汉、藏高中男生之间无显著差异 ,女生在支持阅读策略上有显著差异 ,汉族女生高于藏族女生 ;汉、藏一年级学生在支持阅读策略上差异显著 ,藏族学生的策略运用高于汉族学生 ;二年级学生在整体阅读策略上差异极显著 ,汉族学生高于藏族学生。

The Comparative Research on the Use of Meta-cognitive Strateges Between Han and Tibetan Students

middle school students were tested on their use of the meta-cognitive strategies in reading strategies with the updated Meta-cognitive Awareness and Strategy Inventory, which was originally designed by Mokhtari et al. There were significant differences between Han and Tibetan students on overall reading strategies and supporting reading strategies. On the use of overall reading strategies, Han students performed better than Tibetan students; and on the use of supporting reading strategies, Tibetan students performed better. There are no significant differences between Han boys and Tibetan boys; and there are significant differences between Han girls and Tibetan girls regarding supporting reading strategies. In grade one, there are significant differences between Han students and Tibetan students as for supporting reading strategies, the use of strategies of Tibetan students was higher than Han students. In grade two, there are significant differences between Han students and Tibetan students regarding overall reading strategies; and the use of strategies of Han students was higher than Tibetan students.